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FE1 (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.

*Please note that the following schedule is only applicable to FE1 taken during Fall. FE1 in Spring follows a condensed 2-week schedule.

In 1st Field Experience, Student Teachers are oriented to the culture and community of schools and begin the process of constructing a teacher identity as a professional educator in training. They interact with various members of the school population, including Co-operating Teachers, resource/support staff and School Administrators. Student Teachers will also spend time, individually or in pairs/trios, with one or more Co-operating Teachers (CT). This 1st Field Experience encourages Student Teachers to reflect on their values, beliefs, interest in, and aptitude for teaching. In addition, it allows them to start working on their professional portfolio and other required written documents (e.g. reflection journal, logbook, etc.). 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.


Placement Preparation


  • Review ISA Student Teaching e-Handbook
  • Take note of your Placement Coordinator name and contact info
  • Take note of placement details, including school address (available 1-2 weeks before placement)
  • Reach out to CT for introduction
  • 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 FE1 (see below)
  • Complete your Student Teacher Profile, to be shared with your Field Supervisor and Co-operating Teacher on your first day

Week 1


  • Review Student Teacher Profile and expectations for FE1 with the Co-operating Teacher and Field Supervisor 
  • Shadow and observe the CT as well as other classroom support staff 
  • Become knowledgeable about students, routines, class and school policies, schedules, programs, resources, etc. 
  • Discuss with the CT and Field Supervisor what specific roles could be taken on to assist a CT in week 2 


  • Introductory Meeting (Student Teacher, Co-operating Teacher, Field Supervisor)
  • (Competency Improvement Plan, if necessary)

Weekly Check-In (Initiated by Field Supervisor):

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

Week 2 (& Week 3 - Fall)


  • Assist in classroom activities (e.g. taking attendance, making announcements, preparing and distributing materials, etc.) as identified in week 1 
  • Continue to become knowledgeable about students, routines, class and school policies, schedules, programs and resources, etc. 
  • Assist with the preparation, collation, and distribution of student resource materials, and prepare materials for students 


  • (Competency Improvement Plan, if necessary)
  • Summative Assessment Form (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!
  • FE1 Action Plan (to be used in FE2), in consultation with CT and Supervisor
    • Student Teachers are welcome and encouraged to use their summative report and Professional Seminar self-assessment to inform the creation of their Action Plan; however, the PS self-assessment does NOT need to be submitted to the CT or Supervisor!

Weekly Check-In (Initiated by Field Supervisor):

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

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