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FE3 (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 3rd Field Experience, Student Teachers are expected to develop excellent planning practices, including preparing learning and evaluation situations (LES) for classes or units to be taught, continue to develop the Professional Competencies to a level of acquisition as expected for this Field Experience, and continue to develop 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-ins:
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.






  • 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)
  • 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
  • Attend or view the recording of the Pre-FE3 Orientation hosted by ISA
  • 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
  • Complete your Student Teacher Profile, to be shared with your Field Supervisor and Co-operating Teacher on your first day
  • Review FE2 Action Plan and begin brainstorming FE3 expectations
  • Review workload and assessment schedule required for FE3
  • Take note of the dates for the QPAT Convention (October) for your calendar

Week 1


  • Review Student Teacher Profile and FE2 Action Plan and expectations for FE3 with the Co-operating Teacher and Field Supervisor (e.g. at Introductory Meeting)
  • Shadow Co-operating Teacher, help with classroom setup, and attend meetings and workshops


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

Week 2


  • Observe Co-operating Teacher, become knowledgeable about school routines, schedules, programs and resources
  • Assist Co-operating Teacher in classroom activities and implement routines, e.g. take attendance, make announcements, prepare and distribute materials

Week 3-4


  • Begin some team teaching with the Co-operating Teacher
  • Use non-teaching time for preparation, classroom supervision and extracurricular activities, etc.

Week 5-9


  • Increase to 40-50% of a full teaching workload, including gradually taking on solo teaching
  • Show progress in the preparation, implementation, management and professional qualities according to the targeted Professional Competencies with the assistance of the Co-operating Teacher, where noted
  • Be responsible for planning, implementation and some assessment
  • Integrate suggestions and techniques based on the Co-operating Teacher’s/Field Supervisor’s feedback 


Week 10-14


  • Increase to 60-75% of a full teaching workload
  • Be responsible for planning, implementation and assessment
  • Continue to integrate suggestions and techniques based on the Co-operating Teacher’s/Field Supervisor’s feedback
  • Continue to use non-teaching time for preparation, marking, supervision, extracurricular activities, etc.


Week 15


  • Transition classroom back to the Co-operating Teacher, including returning all marking and materials
  • Ensure availability after the end of the Field Experience for assistance, as required (e.g. report cards, parent-teacher interviews, etc.)
  • Student Teacher creates FE3 Action Plan, in consultation with CT and Supervisor


  • 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!
  • FE3 Action Plan (to be used in FE4)
    • Student Teachers are encouraged to use their formative assessments, interim and summative 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.)


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