FE4

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.

The following schedule applies to ALL B.Ed. programs.
Please take note where the schedule differs slightly for Phys Ed due to its longer 8-week length.

  • Duration: 7 weeks; 8 weeks (Phys. Ed. only)
    • Note: FE4 courses are technically scheduled for 8 "calendar weeks", assuming the host school has a 1-week "spring break" where student teachers are not present at the school. If student teachers are at a school with a longer spring break, your FE4 will be extended accordingly; if student teachers are at a school with no spring break, your FE4 can be reduced in end date accordingly.
  • Target Workload: 85-100% of full teaching workload (by end of the Field Experience)
  • Professional Competency Guide

In 4th Field Experience, Student Teachers are expected to be in the final stages of attaining mastery of all Professional Competencies. Student Teachers should exhibit excellent planning practices, including preparing learning and evaluation situations (LES) for classes or units to be taught, continue to develop the Professional Competencies targeted for this Field Experience, and continue documenting their progress and lesson planning in their written documents (see Guide in this package). 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.

FE4 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

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, 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
  • 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
  • Review FE3 Action Plan and begin brainstorming FE4 expectations
  • Complete your Student Teacher Profile, to be shared with your Field Supervisor and Co-operating Teacher on your first day
  • Review workload and assessment schedule required for FE4
  • Take note of Education Career Fair and Journey’s End-Journey’s Start dates (if available) for your calendar

Week 1

Tasks/Workload

  • Review Student Teacher Profile and FE3 Action Plan and expectations for FE4 with the Co-operating Teacher and Field Supervisor (e.g. at Introductory Meeting)
  • Shadow and observe Co-operating Teacher
  • Become knowledgeable about students, school routines, policies, schedules, programs and resources
  • Assist Co-operating Teacher in activities and implement routines (e.g. taking attendance, making announcements, preparing and distributing materials)
  • Start planning for and teaching/team-teaching some lessons
  • Begin long-term planning for assigned units

Assessment

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

Week 2-3

Tasks/Workload

  • Gradually take on solo teaching; increase to 50% of a full teaching workload and be responsible for planning, implementation and some assessment
  • Demonstrate progressive development across all PCs
  • Use non-teaching time for preparation, marking, classroom supervision and extracurricular activities, etc.
  • Integrate suggestions and techniques based on the Co-operating Teacher’s/Field Supervisor’s feedback

Assessment

Week 4-6
Week 4-7 (Phys Ed)

Tasks/Workload

  • Increase to 85-100% of a full teaching workload
  • Continue to show progressive development across all PCs
  • Continue to integrate suggestions and techniques based on the Co-operating Teacher’s/Field Supervisor’s feedback
  • Use non-teaching time for preparation, marking, classroom supervision, extracurricular activities, etc.

Assessment

Week 7
Week 8 (Phys Ed)

Tasks/Workload

  • Transition class back to the Co-operating Teacher (all marking, materials, etc.)

Assessment

  • Week 7 (Except Phys. Ed.):
    • Summative Assessment (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!
    • Coaching Conversation*
  • Week 8 (Only Phys. Ed.):
    • Summative Assessment (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!
    • Coaching Conversation*
    • FE4 e-Logbook (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

*Coaching Conversation: This mentoring opportunity takes place after the Summative Assessment has been completed. The CT and Field Supervisor are invited to address any questions or concerns that the Student Teacher has as they transition into the profession.

 

*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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