Martlet with bandaid on its wing and the word "get vaccinated!"

Book your appointment to get vaccinated today.

IN2 (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 2nd Internship, the School Administrator and McGill Field Supervisor will provide verbal guidance/feedback, as well as written Formative Assessments according to the Assessment Schedule below. Student Teachers will be responsible for the assessment of a minimum of 80% of a full-time teaching workload and for developing all 13 Professional Competencies (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 School Administrator 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 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 IN1 Action Plan and begin brainstorming IN2 expectations
  • Review workload and assessment schedule required for IN2
  • Take note of the dates for the QPAT Convention for your calendar

Week 1-3

Tasks/Workload

  • Review Student Teacher Profile and IN1 Action Plan and expectations for IN2 with the School Administrator and Field Supervisor (e.g. at Introductory Meeting)
  • Become knowledgeable about school routines, policies programs and resources
  • Devote time to extracurricular activities
  • Integrate concurrent coursework and apply techniques in the field
  • Implement suggestions and techniques based on the Field Supervisor’s feedback
  • Document progress (Reflection Journal/Planning Book) and develop Professional Portfolio

Assessment

  • Week 1: Introductory Meeting (Student Teacher, Co-operating Teacher, Field Supervisor)
  • Week 3: Formative Assessment 1 (separately)

Week 4

Tasks/Workload

  • Show satisfactory progress of professional development across the PCs
  • Integrate concurrent coursework and apply techniques in the field
  • Document progress (Reflection Journal/Planning Book) and continue to develop Professional Portfolio

Assessment

Week 5-10

Tasks/Workload

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

Assessment

Week 11

Tasks/Workload

  • Ensure availability after the end of the Internship for assistance, as required (e.g. report cards, parent-teacher interviews, etc.)

Assessment

  • Summative Assessment *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*

*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.


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.

Back to top