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.

In 1st Field Experience, Student Teachers act as participant observers and 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.

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.

FE1 Written Components:

📓 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 (available 1-2 weeks before placement)
  • Reach out to CT and Supervisor for introduction, confirm what judicial record verification is required and how to submit
  • 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

Tasks/Workload

  • 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. 
  • Take notes and make observations about how the CT(s) and other teaching staff demonstrate the different Professional Competencies (PCs) in the course of their work; based on observations/notes, actively engage with CT(s) and other school staff (e.g. before school/class, after school/class, during breaks, via email, etc.) to learn more about their teaching strategies, approaches, and practices
  • Discuss with the CT and Field Supervisor what specific roles could be taken on to assist a CT in week 2 (and 3) 

    Weekly Check-In (Initiated by Field Supervisor):

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

    Assessment

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

    Week 2 (& Week 3 - Fall)

    Tasks/Workload

    • Students may be rotating between different CTs during their FE1 and will observe different classes during these weeks
    • 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. 
    • Continue to take notes and make observations about how the CT(s) and other teaching staff demonstrate the different Professional Competencies (PCs) in the course of their work; based on observations/notes, continue to actively engage with CT(s) and other school staff (e.g. before school/class, after school/class, during breaks, via email, etc.) to learn more about their teaching strategies, approaches, and practices

    Weekly Check-In (Initiated by Field Supervisor):

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

    Assessment

    • (Competency Improvement Plan, if necessary)
    • 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!
    • 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!

     

       

       

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