FE1 (Phys. Ed. ONLY)

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 are introduced to the Kindergarten & Elementary school context. Student Teachers, often in pairs, will progress from participant observation in the classroom to undertaking, with help from the Co-operating Teacher, some co-planning for teaching and some team teaching of lessons or part of lessons with their peer. Student Teachers in 1st Field Experience have taken an initial methodology course focusing on the QEP competency-based approach to teaching and learning and classroom management as well as several skills courses. The Co-operating Teacher and Field Supervisor will work together to provide robust support and feedback to the Student Teacher. 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.

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:

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
đź’» e-Logbook (Phys Ed ONLY)
  • The e-logbook is an on-going and up-to-date record to be developed for each field experience. The logbook is a professional record of the student’s development as a professional educator, in line with the thirteen Professional Competencies for the teacher, during and across the field experiences. It is also used as a resource for pedagogy courses and later teaching experiences.
  • Submitted by student to KPE via MyCourses
  • A final grade for the field experience is contingent on and will not be issued until KPE has confirmed receipt of a student's satisfactory e-Logbook






  • 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 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
  • 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
  • Fill out and sign the required Teaching Episode Consent Form

Week 1


  • Review Student Teacher Profile and expectations for FE1 with the Co-operating Teacher and Field Supervisor (e.g. at Introductory Meeting)
  • Submit your signed Teaching Episode Consent Form to your Field Supervisor
  • Become oriented to the school, its routines and functions through observation 
  • Participate in school extra-curricular activities and events 
  • Assist with supervision duties within and outside the classroom 
  • Become familiar with classroom routines and implement some of them (e.g. take attendance, make announcements, etc.) 
  • Assist with the preparation, collation, and distribution of student resource materials, and prepare materials for students 
  • Engage in some limited work with individual students or small groups of students 


  • Introductory Meeting (Student Teacher, Co-operating Teacher, Field Supervisor)
  • Formative Assessment 1 (CT only)

Week 2


  • Participate in school activities and events 
  • Assist with supervision duties within and outside the classroom
  • Team teach with the Co-operating Teacher 


Week 3


  • Participate in school activities and events
  • Assist with supervision duties within and outside the classroom
  • Select, plan and teach some lessons with the Co-operating Teacher and partner
  • Student Teacher creates FE1 Action Plan, in consultation with CT and Supervisor


  • Formative Assessment 2 (SV only) 
  • 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)
    • Student Teachers are welcome and encouraged to use their placement's evaluations/assessments/reports 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!



McGill University is on land which long served as a site of meeting and exchange amongst Indigenous peoples, including the Haudenosaunee and Anishinabeg nations. We acknowledge and thank the diverse Indigenous people whose footsteps have marked this territory on which peoples of the world now gather. Learn more.

Back to top