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.

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.

FE3 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






  • 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 even 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, feedback from CT and Supervisor, 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.)

*Formative Assessments done “separately” can be 1 of 2 options (chosen based on need and/or best interest of Student Teacher):

  1. CT and Supervisor observe same lesson, submit two separate assessments to Student Teacher OR
  2. CT and Supervisor observe different lessons, submit two separate assessments to Student Teacher




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