IN1 (on contract)

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 Internship where the Student Teacher is on contract, the School Administrator and McGill Field Supervisor will provide verbal guidance/feedback, as well as written Formative Assessments according to the schedule below. The Student Teacher will be responsible for developing the PCs while fulfilling their contractual obligations. 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 School Administrator 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.

IN1 Written Components:

đź“‹ Lesson/Learning Plans & Planning Book
  • Students Teachers, with the support of their 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 school administrator 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 school administration, 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 school administration, 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
  • Confirm your contract placement details, including school address (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
  • Complete your Student Teacher Profile, to be shared with your Field Supervisor on your first day
  • Review workload and assessment schedule required for IN1

Week 1-4


  • Review Student Teacher Profile and expectations for IN1 with the School Administrator and Field Supervisor (e.g. at Introductory Meeting)
  • Become knowledgeable about school routines, policies, resources etc.*
  • Investigate extracurricular activities in which to become involved and/or initiate*
  • Integrate concurrent coursework and apply techniques in the field*
  • Implement suggestions and techniques, based on School Administrator and Field Supervisor’s feedback*
  • Document progress (Reflection Journal/Planning Book) and continue to develop Professional Portfolio*

*While fulfilling contractual obligations/requirements


  • Week 1: Introductory Meeting (Student Teacher, School Administrator, Field Supervisor)
  • Week 2: Support Visit/Meeting (remote or in-person) (SV only)
  • Week 4; Admin and Supervisor to determine Student Teacher's readiness to continue in IN1 and need, if any, for the initiation of a Competency Improvement Plan

Week 5-11


  • Integrate concurrent coursework and apply techniques in the field*
  • Implement suggestions and techniques, based on School Administrator and Field Supervisor’s feedback*
  • Show satisfactory progress of professional development across the PCs
  • Document progress (Reflection Journal/Planning Book) and continue to develop Professional Portfolio

*While fulfilling contractual obligations/requirements


  • Week 5-6: Formative Assessment 1 (separately)
                     Formative Assessments done “separately” can be 1 of 2 options (chosen based on need and/or best interest of Student Teacher): Admin and Supervisor observe same lesson, submit two separate assessments to Student Teacher OR Admin and Supervisor observe different lessons, submit two separate assessments to Student Teacher
  • Week 7: Formative Assessment 2 (separately) 
  • Week 8: Interim Report (jointly) *SUBMIT TO ISA*
  • Week 9: Formative Assessment 3 (jointly)
  • Week 11: Formative Assessment 4 (CT only)

Week 12


  • Ensure availability after the end of the Internship follow up, as required
  • Student Teacher creates IN1 Action Plan, in consultation with the School Administrator and Supervisor


  • Summative Report *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!
  • IN1 Action Plan (to be used in IN2)
    • Student Teachers are encouraged to use their formative assessments, interim and summative reports, and other input from their Admin and/or Supervisor to inform the creation of their Action Plan. The Action Plan does NOT need to be submitted to the ISA Office.



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