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IN1 (with Co-operating Teacher)

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.

  • Duration: 12 weeks
  • Target Workload: 60-70% of full teaching workload (by end of the Internship)
  • PCs Developed*: 11 of 12 (PC 10 is not included)

In 1st Internship, the Co-operating Teacher and McGill Field Supervisor will provide verbal guidance/feedback, as well as written Formative Assessments according to the schedule below. The Student Teachers will be responsible for a minimum of 60-70% of a full-time teaching workload (by the end of Week 8) and for developing the 11 targeted PCs. In addition to a weekly Professional Seminar, Student Teachers are completing a concurrent applied methods course in their subject area. Course Instructors may request permission from the Co-operating Teacher to conduct mentoring team visits in the classroom during the Internship period. 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.

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
  • 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 IN1

Week 1-2

Tasks/Workload

  • Review Student Teacher Profile and expectations for IN1 with the Co-operating Teacher and Field Supervisor (e.g. at Introductory Meeting)
  • Shadow and observe the Co-operating Teacher; become knowledgeable about school routines, policies, resources etc.
  • Investigate extracurricular activities in which to become involved and/or initiate

Assessment

  • Week 1: Introductory Meeting (Student Teacher, Co-operating Teacher, Field Supervisor)
  • Week 2: Support Visit (SV only)

Week 3-4

Tasks/Workload

  • Begin planning and team-teaching with the Co-operating Teacher; undertake some solo teaching
  • Integrate concurrent coursework and apply techniques in the field
  • Implement suggestions and techniques, based on Co-operating Teacher and Field Supervisor’s feedback
  • Document progress (Reflection Journal/Planning Book) and continue to develop Professional Portfolio

Assessment

  • Week 4; CT 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 5-6

Tasks/Workload

  • Show satisfactory progress of professional development across the targeted PCs
  • Integrate concurrent coursework and apply techniques in the field
  • Implement suggestions and techniques based on the Co-operating Teacher and Field Supervisor’s feedback
  • Document progress (Reflection Journal/Planning Book) and continue to develop Professional Portfolio
  • Increase teaching workload to 40% of full-time teaching workload (by end of Week 6)

Assessment

Week 7-11

Tasks/Workload

  • Show satisfactory progress of professional development across the targeted PCs
  • Integrate concurrent coursework and apply techniques in the field
  • Implement suggestions and techniques based on the Co-operating Teacher and Field Supervisor’s feedback
  • Document progress (Reflection Journal/Planning Book) and continue to develop Professional Portfolio
  • Increase teaching workload to 60-70% of full-time teaching workload (by end of Week 8)

Assessment

Week 12

Tasks/Workload

  • Transition classroom back to the Co-operating Teacher, including returning all marking and materials
  • Ensure availability after the end of the Internship for assistance, as required (e.g. report cards, etc.)
  • Student Teacher creates IN1 Action Plan, in consultation with CT and Supervisor

Assessment


McGill University is located on land that has long served as a site of meeting and exchange amongst Indigenous peoples, including the Haudenosaunee and Anishinabeg nations. McGill honours, recognizes, and respects these nations as the traditional stewards of the lands and waters on which we meet. Learn more.

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