EDUC 351 & EDUC 353

Practicum Manual

2019-2020

The King’s University 9215 50 St NW

Edmonton, AB T6B 2H3 780.465.3500

kingsu.ca/education

Welcome to the first practicum in the King’s teacher education program. Whether you are a Pre-Service Teacher, a Mentor Teacher, or a Practicum Supervisor, when you step into your practicum role, you have joined a team. The purpose of your team is to prepare one of your three members—the Pre-Service Teacher—for entry into the teaching profession. This manual is a guide for your role in the team. Each section is devoted to the role of one member of your team. While we attempt to keep this manual up-to-date, if there are any discrepancies between it and the website, the website is most accurate. King’s has a history of graduating well-prepared, reflective teachers for service in public, Catholic, and other kinds of faith-based schools. Thank you for becoming a part of that history. Lloyd Den Boer, Dean Faculty of Education

Table of Contents Practicum Website: www.kingsupracticum.ca ........................................................................................... 5

Contact Information .................................................................................................................................... 5

Section One: Pre-Service Teacher Information .......................................................................................... 7

The First-Year Practicum Experience ...................................................................................................... 9

Expectations of the Pre-Service Teacher (PST) ..................................................................................... 11

Teaching ................................................................................................................................................ 13

Unit Plans .......................................................................................................................................... 13

Lesson Plans ...................................................................................................................................... 13

Questions that Guide Lesson Planning ............................................................................................. 13

Practicum Planning Binder .................................................................................................................... 16

Administration .................................................................................................................................. 16

Unit and Lesson Plans ....................................................................................................................... 16

Professional Growth ......................................................................................................................... 17

Course Work ..................................................................................................................................... 17

Letter of Introduction ................................................................................................................... 17

Description of the Learning Community ....................................................................................... 17

Mid-Term Self-Assessment ........................................................................................................... 18

Final Reflection Paper ................................................................................................................... 18

Records of Teaching Evaluations and Feedback ............................................................................... 19

Callback Seminars ................................................................................................................................. 19

Afternoon Seminar ............................................................................................................................ 19

Concluding Seminar .......................................................................................................................... 19

Professional Development .................................................................................................................... 20

School Fair ......................................................................................................................................... 20

Absence from Placement ...................................................................................................................... 20

Conflict Resolution ................................................................................................................................ 21

Notification of Concern ......................................................................................................................... 22

Library Loans during Practicum ............................................................................................................ 23

Questions? ............................................................................................................................................ 23

Section Two: Mentor Teacher Information .............................................................................................. 25

Expectations of the Mentor Teacher (MT) ........................................................................................... 27

Essentials for Mentor Teachers ............................................................................................................ 29

Teaching Responsibilities of the Pre-Service Teacher ...................................................................... 29

Daily Conferences ............................................................................................................................. 29

Unit/Lesson Plans .............................................................................................................................. 29

Pre-Service Teacher Assessment ...................................................................................................... 29

The Practicum Supervisor ................................................................................................................. 30

Call-back Seminar .............................................................................................................................. 30

Honorarium ....................................................................................................................................... 30

Questions? ........................................................................................................................................ 31

Section Four: Practicum Supervisor Information ..................................................................................... 33

Expectations of Practicum Supervisors (PS) ......................................................................................... 35

Essentials for Practicum Supervisors .................................................................................................... 37

Teaching Responsibilities of the Pre-Service Teacher ...................................................................... 37

Unit/Lesson Plans .............................................................................................................................. 37

Pre-Service Teacher Assessment ...................................................................................................... 37

Call Back Seminars ............................................................................................................................ 38

Questions? ........................................................................................................................................ 38

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Practicum Website: www.kingsupracticum.ca Detailed practicum information, including: supervisor email addresses; calendars; policy documentation; and fillable pdf forms are available on the practicum website. In case of conflict between this manual and the website, the website is the most up-to-date.

Contact Information Manager of Field Services Phone Email Mrs. Jana Haveman General questions about practicum

780-465-3500 ext 8112 jana.haveman@kingsu.ca

Education Coordinator Phone Email Ms. Lynnell Prediger Technical support

780-465-3500 ext 8059 education@kingsu.ca

Section One: Pre-Service Teacher Information

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The First-Year Practicum Experience This first practicum in the Education program covers six weeks and gives Pre-Service Teachers experience teaching elementary or junior high school students over an extended period of time (students in the secondary program may have their first practicum in high school, but this is a rare exception). The course concludes with additional time on campus for a reflective seminar and final evaluation meetings with Practicum Supervisors. The majority of the Pre-Service Teacher’s time is spent in classroom teaching and observation. This will be augmented with concurrent study of the teaching-learning relationship through additional course work and a call-back seminar on campus. Pre-Service Teachers are assigned to fully qualified teachers who hold an Alberta Permanent Professional Certificate or its equivalent. In addition, a King's Practicum Supervisor will observe and meet with the Pre-Service Teacher during the course of the term to assess progress. It is preferred that the first practicum is completed as locally as possible to ensure that the Pre-Service Teacher has maximum contact with their supervisor. The model of teaching time on the next page serves as a guide for the practicum experience. This model suggests a gradual increase in teaching responsibilities for the Pre-Service Teacher. While the rate at which a Pre-Service Teacher assumes greater teaching responsibility will vary, the overall approach should apply to all with approximately 45 hours of classroom teaching in total. After successful completion of this practicum, the Pre-Service Teacher will have:

• observed the teaching of a spectrum of elementary or junior high subject areas; • interacted with teachers, principals and other school staff and participated as fully as possible

in the life and culture of the school; • interacted with students in instructional and non-instructional settings for the purpose of

understanding and appreciating the life of students in elementary or junior high school; • completed assignments that require them to analyze several key aspects of the school culture

in depth.

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Expectations of the Pre-Service Teacher (PST) As a Pre-Service Teacher, keep in mind that you are a guest in the school. However, the same professional standards expected of a regular member of the school staff will be expected of you. To be professional means you have responsibilities to a public and that you demonstrate the Teaching Quality Standard required by the Minister of Education (link available on the website under Document Downloads). You are expected to be professional in all your relationships and actions. Consider: Your relationships with the students. Establish relationships with your students and get to know them as people and as learners. Yet, remember to maintain proper professional decorum. Be respectful of students’ thoughts and feelings and, in all interactions, maintain students’ dignity. All information about students must be regarded as confidential and should be discussed only with your Mentor Teacher and Practicum Supervisor as you seek assistance in helping the students. Return student work promptly, including summative projects and tests completed at the end of the practicum. Your involvement as a member of the school team. As a member of the school team, accept your share of activities and assignments and support the program. Enter into the life of the school’s community. Take advantage of any professional and/or staff meetings that might occur during your practicum placement. Attend out-of-school functions your Mentor Teacher would be expected to attend. In short, do what your Mentor Teacher (MT) does or would do (e.g. supervision). Your interactions with your Practicum Supervisor (PS). Your PS will observe you at least two times during this practicum. As a professional, do everything you can do to help the PS fulfill their role effectively. 1. Communication:

• check your King’s email account regularly as that is the means by which program updates and information will be sent to you;

• use the Practicum Supervisor Google Classroom for communication, sharing lesson plans and handing in assignments;

• provide your PS with plenty of notice when a visit is scheduled or if a scheduled visit needs to be changed;

• contact your PS when you are sick or if you encounter extenuating circumstances; • promptly communicate to your PS any problems you experience in your practicum. They are

eager to assist you and your MT so that you can thrive in your practicum experience. 2. Classroom visits:

• make clear arrangements with your PS for classroom visits (date, time and location); • provide your PS with a copy of the lesson plan(s) prior to teaching the lesson(s); • introduce, when appropriate, your PS to your MT and to your class; • arrange for a place for you and your PS to meet after each visit; • ensure that your Practicum Planning Binder is available (see page 16 for information).

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Your interactions with your Mentor Teacher (MT). As a professional, do everything you can to help the MT fulfill their role effectively:

• establish and nurture rapport with your MT; • assume the teacher role, maintaining poise and dignity appropriate to the profession; • ensure you are informed on matters of school policy and rules; • exchange phone numbers with the school and the MT. This is important if contacting the

MT is necessary for absences or emergencies. Be certain to determine the best method for communicating with your MT;

• establish a regular meeting time with your MT to debrief your teaching, review lesson plans, set new goals, discuss any questions you have and reflect upon your experience;

• submit lesson plans to your MT, prior to class time, for approval. At the beginning of the practicum this should be two days in advance, so that you have the opportunity to fine-tune the lesson and implement MT feedback;

• begin the day with your planning complete so you are free to interact with students directly at the beginning of the day and be actively involved in all classroom activities.

Confidentiality Professionalism requires PSTs to protect the anonymity of everyone in their classrooms. When discussing an event involving a student, PSTs will refer to that person as ‘student A’ or ‘student B’. If they are referring to their MTs, PSTs will mention them only as ‘my MT’. Additionally, PSTs will refrain from mentioning their schools by name. PSTs must also refrain from discussing any aspect of practicum on any social media platforms.

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Teaching

Unit Plans Long range unit planning is essential to successful teaching. The unit rationale in Document Downloads online provides a modified format for the unit plan. Use it to provide an overview for the unit plan you are going to write up and any other units that you may plan and teach. This unit rationale, along with the lesson plans, should be included in your planning binder after you teach the unit. Even in situations where you have borrowed from a unit produced by someone else, you need to develop a plan using this model; this will help you make the unit your own. When you borrow from other sources, remember to credit them. All first-year PSTs are required to plan and teach one unit.

Lesson Plans Lesson planning encompasses a myriad of questions, many of which teachers answer without being conscious of the process. Seasoned teachers have internalized their answers which means their actual lesson plans tend to be cryptic notes. Your mentor teacher probably uses one of the many lesson plan formats that are available to record their planning notes. Inevitably their format and actual plans will look more streamlined than the format we require you to use in this practicum. Your lesson plans should follow the template provided in Document Downloads online. Once you have demonstrated an ability to develop plans that address the different kinds of questions raised in this model, you may arrange with your Practicum Supervisor to simplify the lesson plan. Try to keep your plans reasonably neat and organized for inclusion in the practicum planning binder. However, since your plans are works in progress, do not worry about cross outs and notes in the margins. In other words, do not take the time to rewrite or type over plans just for the sake of neatness in the planning binder. Ensure that you take the time to write down your reflective comments on the lesson plan as soon as possible after teaching the lesson. All lesson plans should have reflective comments that demonstrate that you have considered the preparation and teaching of the lesson plan.

Questions that Guide Lesson Planning Section One: Preparation Plans Lesson Goals (stated as ‘what students will learn’):

• What is the focus of the lesson? What is the big idea or essential question that this lesson addresses?

• How does this lesson connect to previous lessons? • Are the students equipped to understand this lesson? • What will the students learn in this lesson? What is most worth knowing? • What are the relevant “I can” statements? • How are different types of knowledge (head, heart, and/or hands) addressed in this lesson? • What specific expectations from the Program of Studies does this lesson address?

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Material Needs: • What do I need to do to prepare for this lesson? • What do I need in order to teach this lesson? • What do the students need to bring to class and what will I provide? • How will the furniture be arranged?

Reminders and Contingency Plans:

• How will I group the students for the tasks? • What must I do for those students who have missed previous classes? • What will I do for students who finish early, late or not at all? • What is my backup plan if the class arrives late? What if I have extra time? • What if technology does not work? Etc.

Section Two: Planning the Lesson Plans for Getting Started:

• How will I engage the students for learning? What “hook” will I use? • How will I let students know what is expected of them in terms of behaviour? • Will I outline specific learning goals?

Planning the Learning Events:

• How will I chunk and sequence concepts and tasks to provide a meaningful progression? • What differences do I expect within and between the groups of students? • What specific questions will I use to move students along in their thinking? • Do my teaching strategies appeal to a range of learning styles and multiple intelligences? • What choices will the students have? • Do I have multiple understanding checkpoints throughout the lesson? • What directions must I give students? How will I communicate them? • How will transitions be carried out? • What will I do to avoid ineffective questions? • What parts of the lesson could be made visible to the students (i.e. written down or a picture)

Planning for Closure:

• How will I get students to identify what they have learned? • Do either I or the students know what comes next?

Section Three: Planning for Assessing Student Work Using assessment(s) to determine if learning goals have been met.

• How will students demonstrate or explain what they have learned? • What combination of formative and summative assessment will I use? • How will I know which students understood and which did not? • How will I record the results of my evaluation? • How is this evaluation process different from the previous one to address different

learning styles?

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The example below shows how to use Section 3 of the lesson plan (see template in Document Downloads online).

Section Four: Reflective Self-Assessment on Teaching and Planning the Lesson

• Did I teach to my learning goals? • Was I effective? How can I tell? • Did I communicate clearly? How do I know? • Did all students understand the concepts presented? How do I know? • Did I complete what I intended to? Did I estimate the time accurately? • Was the lesson paced well for the time and the students? • What will I do differently the next time I teach this lesson? • Could I have used a better strategy? • How can I make this lesson even better the next time I teach it?

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Practicum Planning Binder Purpose Each Pre-Service Teacher is expected to create, maintain and implement a Practicum Planning Binder during the practicum experience. This planning binder will serve as a reservoir of teaching ideas, lesson and unit planning, reflections, anecdotal notes, assessment information, as well as other course work. It will help to demonstrate solid evidence of your growth as a teacher. Organization: Sections and Elements of the Practicum Planning Binder Your planning binder will be separated into several sections – administration, unit and lesson plans, professional growth, course work and records of teaching evaluations and feedback – but the organizational structure will be up to your individual preferences. The binder will be handed in to your Practicum Supervisor at the conclusion of the practicum; however it should be available throughout your practicum placement, particularly when your PS visits. All required materials such as Unit Plan and Lesson Plan templates and Self-Assessment forms are available in Document Downloads online.

Administration • Record of Classroom Interaction during Practicum

Pre-Service Teachers will maintain a record of their classroom interaction. This record could take the form of your weekly timetable which indicates periods spent teaching (with subject taught and lesson plan title), periods spent working with small groups and periods spent in observation (in specific class). Consider using different colours to indicate when you were responsible for those different activities.

• Other You may consider including other school calendars, a list of seminars and communication with parents.

Unit and Lesson Plans All units and lessons taught must be included in the planning binder. It is strongly recommended that PSTs use the Unit and Lesson Plan format provided. Templates can been seen in Document Downloads online.

• Lesson plans should be dated and organized by subjects. Include post-teaching reflections*. • The section of the Lesson Plan on diverse student needs reflects the reality of your classroom

and is an integral part of the planning process. (Note: you will be asked to reflect on this in your final paper.)

• Particular attention is paid to Section 3 of the lesson plan – student assessment (see example on page 15 of this manual or in the Planning Guidance section online).

• You must complete at least ONE unit plan rationale. • Include copies of assignments, along with assessments you conduct (formative and summative). • Include any distinctive materials (video clips, PowerPoints, handouts, etc.) that are part of the

lessons.

*As you plan and deliver the unit and lessons throughout your practicum, make sure that you reflect on their effectiveness and ways to improve the planning and delivery the next time, if necessary. These reflections should be written on the lesson plan(s) soon after teaching the lesson(s).

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Professional Growth Learning to teach is an ongoing, life-long process, and an essential part of this development is to engage in professional activities. As you are in your practicum placement, record your opportunities for professional growth. These will be particular to your placement but may include workshops, staff meetings or other opportunities. Course Work Include the work you do on the following (details on each piece available below):

• Letter of Introduction • Description of Learning Community • Mid-Term Self-Assessment • Final Reflection Paper

Letter of Introduction Write a letter of introduction to the Mentor Teacher and one to send home to the parents. They should be two pages double-spaced. Share this letter with your Practicum Supervisor at least one week before practicum begins and before you share it with your Mentor Teacher. The first letter will give the MT some information about your background, a description of the most significant people and/or events and how these have shaped your interests both professionally and personally, and indicate potential future goals and directions. Include a brief statement about your teaching philosophy. Share the letter with your MT (and, perhaps, your students on the first day in class). Include a copy of the letter you will send home to introduce yourself to parents. Due: one week prior to the start of practicum.

Description of the Learning Community This description will help you discern some of your MT’s philosophical approaches to teaching. By working through the components you will understand the community your MT has established through the development of various protocols and procedures, classroom management approaches, and classroom practices. Such knowledge will assist you to ‘meet the students where they are at’ because you will be more familiar with the teaching style to which they are accustomed. The description will consist of two parts (see the assignment in your Google Classroom):

• Observation - Week 1 • Conversation with MT - Week 2

Week 1 - Observation: Observe your Mentor Teacher, paying careful attention to the following topics and example questions. Make observations about how these elements of classroom practice occur in the classroom and think about why they are important. Be sure to take extensive notes; the chart on the assignment in your Google Classroom will assist in this task.

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Week 2 - Conversation with Your Mentor Teacher: Re-read the notes you have made. Begin synthesizing the material that you have gathered by reflecting on the notes and writing a list of generalizations, key observations, and questions you have. During the second week you will have a conversation with your Mentor Teacher about these observations and questions. Prior to the conversation write out your plan for the conversation, such as the order of your observations and questions. Due: Friday of Week 2

Mid-Term Self-Assessment Pre-Service Teachers will conduct a self-evaluation prior to meeting with their MT to discuss the MT’s formative assessment. At the meeting, both the PST and MT will share their insights about the learning that has taken place, identify growing edges, and discuss goals for the rest of the practicum. The PST Mid-Term Self-Assessment form can be found on the Document Downloads page on the website. PSTs will share their self-assessment with their Practicum Supervisor during their next observation visit. Due: Week 3, at time of MT Formative Evaluation

Final Reflection Paper At the conclusion of your practicum, you will write a reflective paper (4-5 double-spaced pages) in which you summarize what the practicum experience has meant to you as an aspiring teacher. Summarize both your satisfactions and your disappointments. Indicate especially what this experience has taught you about what you still need to know and learn before you will feel fully confident to teach your own class independently. The paper should include a discussion of your strengths and weaknesses in relation to the four main areas of teaching practice listed below. In addition reflect on how effective you were in relating your experience to the Teaching Quality Standard (see Document Downloads on the website). The subtopics listed for each of the main areas are merely writing prompts. You do not need to address each subtopic nor do you need to restrict yourself to only the subtopics listed. Learning Environment

• Establishing a sense of community based on respect and care • Establishing a classroom culture that values learning • Managing routines • Managing student behaviour • Organizing physical space

Planning

• Knowing subject matter • Understanding students as learners • Selecting significant goals • Selecting varied resources

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• Designing coherent instruction • Assessing meaningfully

Instruction

• Communicating clearly • Engaging students • Using questioning and discussion effectively • Supporting depth of understanding, critical thinking, and creativity • Providing supportive feedback • Responding to student differences • Used varied groupings • Demonstrating flexibility and responsiveness to instructional opportunities

Professionalism

• Reflecting on teaching • Serving all students and their learning • Communicating with families • Maintaining accurate records • Knowing the appropriate Alberta programs of study • Contributing beyond the classroom • Modeling ethical behaviour • Participating/collaborating with other teachers • Developing commitment to teaching

Hand in to your PS, along with Practicum Planning Binder at 9:00 a.m. on the day of the concluding seminar. Records of Teaching Evaluations and Feedback Mentor Teachers and Practicum Supervisors will give Pre-Service Teachers written evaluations of their teaching performance and effectiveness, as well as suggestions for improvement, throughout the practicum. MTs and PSs will also provide formative evaluations at the mid-point of the practicum and summative evaluations at the end. Pre-Service Teachers must keep copies of these evaluations. Callback Seminars

Afternoon Seminar First-year PSTs are required to attend one afternoon seminar at King’s to reflect on their teaching experiences. Lesson plans must be submitted to the Mentor Teacher for any classes missed due to this event.

Concluding Seminar After the in-school practicum has been completed, the Pre-Service Teachers will return to campus the week following practicum, to share their experience with peers and faculty in a variety of debriefing

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activities. They will also set up a time to meet one-on-one with their Practicum Supervisor to go over their planning binder and summative evaluations. Seminar dates are listed on the First-Year Calendar online. Professional Development The Faculty of Education is dedicated to helping Pre-Service Teachers to transition from university student to classroom teacher. To do this, we provide opportunities for professional development during the practicum experience, even in the first year. School Fair The School Fair provides first-year Pre-Service Teachers with the opportunity to meet school administrators from around Alberta and British Columbia to discuss possible 2nd-year long-distance practicum placements and future job prospects. Whether or not PSTs are interested in job opportunities outside of Edmonton, they will gain valuable experience and information talking with school administrators. The date for this event is found on the First-Year Calendar on the website. Absence from Placement For any absence, you must submit lesson plans to your MT(s). A. Planned Absences (e.g. medical appointments, attending a funeral) A planned absence must be approved by your Practicum Supervisor:

1. As soon as you know of the absence, complete the PST Absence Report (available online). 2. Send the report to your Practicum Supervisor. 3. They will approve or deny the request as soon as possible. 4. If approval is granted, notify the Mentor Teacher and provide lesson plans for any classes you

were scheduled to teach. Note: taking 'personal days' during practicum is not acceptable. B. Unexpected Absences (e.g. illness, accident) In case of an unexpected absence:

1. Contact the Mentor Teacher and the school by telephone (don't count on email - they may not get the message in time).

2. Email your lesson plans to your Mentor Teacher. 3. Complete the PST Absence Report and send it to your Practicum Supervisor. 4. If you are away for more than three days, send your Practicum Supervisor a legible doctor's

note.

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Conflict Resolution Our approach to conflict resolution comes from Scripture, particularly Matthew 18:15-16: “If your brother or sister sins, go and point out their fault, just between the two of you. If they listen to you, you have won them over. But if they will not listen, take one or two others along, so that ‘every matter may be established by the testimony of two or three witnesses." - New International Version The first step in any conflict is to deal with the person directly. If that fails, bring the matter to your Practicum Supervisor and participate in any required meetings, which will be facilitated by the Practicum Supervisor. See the flowchart on the next page for details:

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Notification of Concern At any point in the practicum, the Mentor Teacher or the Practicum Supervisor may document a concern regarding the Pre-Service Teacher’s practicum competencies by filling out the Notification of Concern form, available in Document Downloads. This form will be shared with the Pre-Service Teacher in a meeting between the PST, the MT and the PS, and will clearly indicate the nature of the concern. The supervisor will preside over the meeting. Issuing such a form indicates the seriousness of the concern and the supervisor will discuss what needs to be done to indicate improvement. Any improvement seen over the remainder of the practicum will be documented on the form. Please note that the form will go in to the PST’s file; it will never be shared publicly. See the flowchart below for details:

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Library Loans during Practicum The materials in the curriculum, as well as those in the rest of NEOS are available to you to use during your practicum. Please remember that you are responsible for the books that you bring to your practicum schools. When you borrow items you have entered into a contract to care for them and return them on or before the due date. If the books are returned late, fines will be applied. Likewise, should an item be lost or destroyed you will be charged a replacement fee and for the cost of the item. It is extremely important for you to check your King’s email for notifications. When an item is more than 30 days late, it is assumed lost. A charge of $150.00 will be added to your library account. If the item is returned, the $150.00 charge will be removed, and a fine amount will be added. All of King’s items, except DVDs are six week loans and items from other NEOS libraries are 2 week loans. Items can be renewed up to 4 times. However, if there is a HOLD placed on them you will not be able to renew them. After 2 weeks, items are subject to recall. Recalled items are due 7 days from date of email notification. In practical terms, this means that you are not guaranteed 6 weeks – if someone places a hold, the item is recalled. If you do not to return the item, a $2 fine will be added every day the book is not returned. You can return books to the library even when the library is closed. There is a book return right outside the library doors. Items returned to the book bin are back dated. For example, a book returned on Sunday would be checked in as if returned on Saturday. If your fines reach $50.00 your account is blocked. This means you can no longer renew online or access the electronic resources and may be blocked from borrowing more items. You can return books to any NEOS library. Visit www.neoslibraries.ca/member-libraries for a full list of Member Libraries. DO NOT return items to public libraries! The library staff are willing to assist you. You can contact them by calling: 780-465-8304 or email: library@kingsu.ca. They will respond to phone messages and emails that are left/sent after hours the next time the library is open. Questions? If you have questions that this manual hasn’t answered, ask your Practicum Supervisor or visit the practicum website.

Section Two: Mentor Teacher Information

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Expectations of the Mentor Teacher (MT) The Mentor Teacher (MT) plays a pivotal role in the initiation of the Pre-Service Teacher (PST) into the life of the professional teacher. The research on teaching shows that beginning teachers tend to teach as they were taught and that the model of the MT in the pre-service practicum is a powerful determinant of the kind of teaching the PST will emulate. The guidance of the MT is critical in supporting and challenging the PST as they strive to put into practice the theory learned in the university setting. It is expected that the Mentor Teacher will:

• share and explain all essential school policies, procedures, and routines; • introduce the PST to the principal, other staff and personnel in the school and seek to make the

PST feel welcome as an associate staff member; • seek to get to know the PST in the light of past experience and present needs; • orient the PST to the students and communicate to the class that the PST is to be viewed as a

co-teacher; • provide the PST with an appropriate work space; • enable the PST to have a range of teaching experiences with individual students, small groups

and whole class instruction; • review the PST’s plans for lessons before they are taught and provide feedback at the

conclusion of the lessons; • provide frequent and regular opportunity to dialogue with the PST regarding teaching and

interactions with students; • meet regularly with the PST to plan for diverse student needs and working with

paraprofessionals; • serve as a teaching role model for the PST and guide the PST in developing skills especially in

relation to classroom management, evaluation of student progress, and teaching strategies; • determine whether the PST’s teaching assignments can be gradually increased; refer to the

Model of Teaching Time on the next page; • remain responsible for the teaching that occurs and ensure that the PST is under the direct

supervision of a certificated teacher at all times; • facilitate at least two visits by a Practicum Supervisor in which the supervisor can observe a

variety of teaching assignments; • evaluate the PST’s teaching both formatively and summatively, using the official forms supplied

online; • discuss the formative and summative evaluations with the PST before the PST submits them to

their PS; • contact the Practicum Supervisor in the event of any major problem with the Pre-Service

Teacher’s performance. Be familiar with the Conflict Resolution and Notification of Concern policies outlined on pages 21-22 of this manual and also available online.

For a printable checklist of MT duties, see the Mentor Teachers section of the website and click on Role of the MT – 6 Weeks.

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Essentials for Mentor Teachers

Teaching Responsibilities of the Pre-Service Teacher King’s model of teaching and classroom responsibilities (see chart on previous page) suggests the Pre-Service Teacher ease into the teaching role, gradually leading up to a sustained period of assuming a half-load of teaching. Mentor Teachers have a major responsibility in determining the extent to which a Pre-Service Teacher can assume greater teaching responsibility. While the specific hours per week might vary slightly, all Pre-Service Teachers should have approximately 45 hours of classroom teaching in total over the course of the placement.

Daily Conferences We ask that you establish a daily conference time with the Pre-Service Teacher during normal school operating hours. At this meeting you can respond to the PST’s most recent performance and offer advice about upcoming plans. You may find it helpful to supplement this daily conversation with written reflections but we have found that this daily dose of formative assessment is the single most important routine in the life of the Pre-Service Teacher.

Unit/Lesson Plans To promote good preparation habits, our Pre-Service Teachers are required to teach from detailed unit and lesson plans. We know they become much stronger teachers as a result. Detailed plans also provide both the Mentor Teacher and Practicum Supervisor with a clearer picture of the Pre-Service Teacher’s knowledge of the curriculum and how they want to teach it. Mentor Teachers may require Pre-Service Teachers to submit lesson plans up to two days in advance. There are numerous unit and lesson plan models available to our Pre-Service Teachers. Most contain the same basic information, but there are usually some substantial differences as well because these models stem from different philosophical stances about the nature and organization of the curriculum. For the sake of uniformity and equality of assessment, the Practicum Supervisor will assess the Pre-Service Teacher’s planning abilities using the unit and lesson plan models provided online. All first-year Pre-Service Teachers are required to plan and teach one unit.

Pre-Service Teacher Assessment In addition to the daily formative feedback provided by the Mentor Teacher(s), King’s requires two formal written evaluations. A formative assessment is required mid-way, while the final summative assessment is due at the end of the practicum. After Mentor Teachers review these documents with the Pre-Service Teachers, both will sign the forms and the PST will submit them to their Practicum Supervisor. King’s does not require the Mentor Teacher(s) to give the Pre-Service Teacher a grade. This is the responsibility of the Practicum Supervisor, who will consult the Mentor Teacher(s) prior to determining whether the Pre-Service Teacher will PASS or FAIL the practicum.

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The Practicum Supervisor Regular supervision of the Pre-Service Teacher by a faculty member is vital to our program. Practicum Supervisors are required to make at least two visits over the course of the practicum. These observation times will be arranged by the Pre-Service Teacher and should always provide the Practicum Supervisor with an opportunity to see the Pre-Service Teacher’s teaching and to discuss their progress with you.

Call-back Seminar Pre-Service Teachers are required to attend afternoon seminars at King’s to reflect on their teaching experiences and participate in professional development (see schedule on the website calendar for first-year). When no call back seminar is scheduled, we expect the PSTs to be actively involved at their schools and in teaching assignments. Lesson plans must be submitted to the Mentor Teacher for any classes missed due to these events.

Honorarium Mentor Teachers offer a great service to The King's University and to our Pre-Service Teachers. Your willingness to share your expertise and experience with our students is greatly appreciated. To thank you, we offer an honorarium of $240 for the time that you spend with our students. Watch your email for a link to the online Honorarium Claim Form in early April. In some cases a Pre-Service Teacher will have more than one Mentor Teacher. In such circumstances, one teacher will be designated as the Lead MT, with the added responsibility of coordinating the Pre-Service Teacher’s experience. Given this extra responsibility, and the fact that the Lead MT generally does more of the mentoring, they will receive 60% of the honorarium. As indicated on the online Honorarium Claim Form, more complicated circumstances will be assessed on an individual basis in consultation with the Dean of the Faculty of Education. Only the Lead MT will complete the Honorarium Claim Form, and include any additional MTs in the space provided. The deadline for submission is the last Friday of April. If we do not receive your form by the deadline, your payment will be delayed.

• Mentor Teachers in Edmonton Public Schools or Edmonton Catholic Schools will receive their honorarium on their June or July pay cheques.

• Mentor Teachers in other school districts will have their honorarium mailed directly to them in June or July (please provide your home address on the form).

There is an option to have your honorarium paid to your school. See the form for details. If you do not receive your payment by the end of July, please contact us at education@kingsu.ca.

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Questions? If you have questions that this manual hasn’t answered, ask the Practicum Supervisor or visit the practicum website.

Section Four: Practicum Supervisor Information

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Expectations of Practicum Supervisors (PS) Every Pre-Service Teacher (PST) will be assigned a Practicum Supervisor. The PS is part of the three-person team involved in the practicum, working closely with the Pre-Service Teacher and the Mentor Teacher (MT). The primary roles of the PS are to support the PST in their practicum and learning, arbitrate any differences that may arise between the PST and the MT, support the MT in their mentorship, and in conjunction with the MT determine whether the PST has successfully passed the practicum. If the Supervisor observes substantial problems in the practicum, they will complete a Notification of Concern Form (available online under Document Downloads). It is expected that the Practicum Supervisor will:

• serve as the liaison between the PST, the school in which the PST is placed and The King’s University

• observe the PST at least two times in a group teaching situation and provide the PST with notes from each observation

• after each observation, meet with the PST and the MT to discuss the progress made by the PST

• review the PST’s Planning Binder during each visit and provide feedback

• support the MT in their mentorship

• evaluate and provide feedback to the PST at the conclusion of the practicum - this includes evaluation of the Practicum Binder, course work and final reflection paper

• write a Summative Evaluation based on the observations of the PST’s teaching and, in conjunction with the MT, determine whether the PST has successfully passed the practicum

• complete the Final Grade Sheet to be submitted, along with the Summative Evaluations (MT and PS), to the Education Coordinator

• address any major problem with the Pre-Service Teacher’s performance. Be familiar with the Conflict Resolution and Notification of Concern policies outlined on pages 21-22 of this manual and also available online.

For a printable checklist of PS duties, see the Practicum Supervisors section of the website and click on Role of the PS – 6 Weeks

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Essentials for Practicum Supervisors

Teaching Responsibilities of the Pre-Service Teacher King’s model of teaching and classroom responsibilities (see chart on previous page) suggests that the Pre-Service Teacher ease into teaching as they become acquainted with the school, their students, and their Mentor Teacher. This model also recognizes that new teachers require more time than their MTs to develop lesson and unit plans. While MTs have a major responsibility in determining the extent to which a PST can assume greater teaching responsibility, the Practicum Supervisor ensures that this model is generally followed and supports the PST’s learning. Additionally, the PS ensures that each PST builds towards teaching a half-time teaching load for two weeks. Half-time refers to a regular half-time load for a teacher, including the preparation periods regularly assigned to teachers.

Unit/Lesson Plans Best practice requires PSTs to plan in detail enabling them to internalize good planning practices while providing both the Mentor Teacher and the Practicum Supervisor with a clearer picture of the Pre-Service Teacher’s knowledge of the curriculum and how they want to teach it. Although there are numerous unit and lesson models available to teachers, for the sake of uniformity and equality of assessment, Pre-Service Teachers are required to use the unit and lesson plan models provided online. Pre-Service Teachers are familiar with these models and have used them in their King’s coursework. Practicum Supervisors will ensure that Pre-Service Teachers are using these models and using them well. Before the Pre-Service Teacher works from a more abbreviated or modified plan, the MT and Practicum Supervisor should be convinced that the Pre-Service teacher has demonstrated the ability to both design and teach from our detailed model. PSTs in the first year are required to plan and teach one unit.

Pre-Service Teacher Assessment Practicum Supervisors will observe the Pre-Service Teacher at least two times over the course of the placement. After each observation visit the Practicum Supervisor will provide the PST with notes that acknowledge what went well and identify areas for growth. Additionally, at each visit the Supervisor will examine the Pre-Service Teacher’s teaching binder, reviewing the lesson plans, observing the organization of the binder, and noting how the Pre-Service Teacher is recording their time (when they are marking and planning, observing other teachers, and observing their students with other teachers). The PS will also review the PST’s self-assessment at the mid-point. At the conclusion of the practicum, Pre-Service Teachers write a reflection paper which is submitted to the PS at the beginning of the first day of the final seminar, together with the planning binder. Practicum Supervisors evaluate the reflection paper, binder, and course work then complete and submit the requisite forms (available online under Document Downloads). The in-school teaching component of practicum contributes 70% of the final grade. The PS, in consultation with the MT(s), evaluates the PST’s in-school teaching. The remaining 30% is attributed to

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other course work associated with the practicum. Both components must be passed in order to receive a pass in the course, and for the PST to be recommended for continuation into the second year of the B.Ed. program. A pass is based on the professional judgment of the PS and the MT in relation to the following descriptors, which will be used to evaluate all aspects of the practicum:

• Insufficient - does not meet the standard at this time

• Marginal - marginally meets the standard at this time

• Satisfactory - adequately meets the standard at this time

• Proficient - strongly meets the standard at this time

• Excellent - exceeds the standard at this time

Call Back Seminars Pre-Service Teachers are required to attend two Thursday afternoon seminars at Kings (see schedule on the website calendar for first-year) to reflect on their teaching experiences and participate in professional development (e.g. School Fair). On weeks where no call back seminar is scheduled, we expect PSTs to be actively involved at their schools and in teaching assignments. Lesson plans must be submitted to the Mentor Teacher for any classes missed due to these events. Please note that Practicum Supervisors are not expected to attend the school fair seminar. However, if you would like to attend you are most welcome.

Questions? If you have questions that this manual hasn’t answered, contact the Manager of Field Services or visit the practicum website.