Resources for Student Teachers

This section contains information and links to resources for student teachers that must be reviewed and completed before or during the Field Experience (FE)/Internship (IN):

  1. McGill Principles of Practice, Behaviour and Ethical Conduct for Teacher Candidates (read in advance of FE/IN)

  2. Guide to Professional Behaviour for Student Teachers (read in advance of FE/IN)

  3. Student Teacher Profiles (complete in advance of FE/IN)

  4. Guide to Written Components (use during FE/IN)

  5. Activity, Lesson & Learning Plans (use during FE/IN)

  6. Tips for Giving & Receiving Feedback

  7. Assessment Tracking

  8. Action Plans (complete at end of FE/IN)

  9. External Resources

  10. Intern Perseverance and Success Scholarship (for students in their final placement)

  11. *NEW* Distant Supervision Resources (including Consent Forms)

  12. *NEW* Online Teaching Resources  

  13. *NEW* Instructions for Personal Protective Equipment (PPE) Reimbursement  


McGill Principles of Practice, Behaviour and Ethical Conduct for Teacher Candidates

This should be read in advance of your field experience/internship.

Outlines the ethical responsibilities for Student Teachers, emphasizing respect for human dignity and the importance of confidentiality in the profession.

Full text available here.

 


Guide to Professional Behaviour for Student Teachers

This should be read in advance of your field experience/internship.

Outlines appropriate and inappropriate behaviours related to ethics in Student Teaching, emphasizing the need to behave ethically and responsibly at all times.

Full text available here.

 


Student Teacher Profiles

These should be completed by the Student Teacher, and copies should be given to the Co-operating Teacher and Field Supervisor at the first meeting.

 


Guide to Written Components

Student Teachers should familiarize themselves with the written components that should be completed as part of their Field Experience/Internship

*Additional Guidelines & Resources for e-Portfolios

 


Activity, Lesson and Learning Plans

Student teachers are required to complete detailed activity (FE2) or lesson/learning plans for all of their teaching. These plans should be submitted to the cooperating teacher and supervisor in advance of scheduled teaching in order to communicate intended learning and to obtain feedback. As student teachers progress through the teacher education programs, expectations for planning also includes learning evaluation situations (LES) and planning for larger units of work. Student teachers are strongly encouraged to begin planning early so as to maximize the effectiveness and success of the intended learning for the students they will be teaching.

 

Activity Plan (FE2)

 

Lesson Plan (Phys. Ed.)

 

Learning Plans (K/Elem, Secondary, TESL)

Learning Plan: Kindergarten

Plan d'apprentissage : Maternelle (PIF)

Learning Plan: Elementary & Secondary

The Importance of Planning for Learning

In its simplest form, a lesson plan is the teacher’s road map of what students need to learn and how it will be done effectively during the class time. A Learning Plan, while similar in intent, is the articulation of a complex plan that focuses on the many integrated facets of intended learning. In the case of Quebec, a Learning Plan not only takes into account the content and planned activities for that learning opportunity but also considers the role of the Progressions of Learning, Cross-Curricular Competencies and Broad Areas of Learning to name a few (you can find copies of these documents HERE).

A good Learning Plan is a vital component of the teaching learning process. Thoughtful planning keeps teachers organized and on track and helps students meaningfully engage in the material. As a result, classroom disruptions are minimized, the stress on the teacher is reduced, and the learning environment is optimized for students.

The Internships and Student Affairs Office, in cooperation with the Department of Integrated Studies in Education, has developed a template for the Learning Plan that is considerate of the Quebec context as well as research on effective learning. We have consulted with administrators and Cooperating Teachers in the field as well as McGill instructors who have provided positive feedback. Drawing on Understanding by Design (Wiggins & McTighe, 2002), we have also developed an annotated version that includes guiding questions for each section to provide the students teacher with direction on how to complete an effective Learning Plan. For more background information, you can consult the Understanding by Design Background information on constructing meaningful learning.

During Internships and Field Experiences, student teachers are expected to develop detailed learning plans that demonstrate their ability to meaningfully plan for effective student learning. We strongly recommend that you utilize the Learning Plan templates and annotated versions provided here.

 


Tips for Giving & Receiving Feedback

PowerPoint Presentation created and given by Dr. Joseph Levitan to McGill Field Supervisors in January 2020. 

 


Assessment Tracking for Student Teachers

Student Teachers are recommended to review the workload/assessment schedule for their particular placement to ensure that they are following the workload progression as per the schedule and are receiving the assessments required per week (if any).

 


Action Plans

To be completed at the end of your Field Experience/Internship and reviewed at the start of your subsequent Field Experience/Internship

To contribute to the goal of preparing reflective practitioners, Student Teachers will write an Action Plan at the end of their First, Second and Third Field Experience (B.Ed.) or First Internship (MATL) with input from their Co-operating Teacher and/or Field Supervisor. The Action Plan synthesizes each Field Experience’s evaluation, links each Field Experience to the next, establishes goals for improvement and forms an agenda for discussion between the Student Teacher, Co-operating Teacher and Field Supervisor at the beginning of the subsequent Field Experience/Internship. For Field Experience 1 only (excluding Physical Education students), the Action Plan will be completed during the co-requisite Professional Seminar course. 

 


External Resources

Learning and Evaluation Situation (LES) resources

Ministry of Education

 


Teaching Resources

  • Visit the Professional Development section of ISA's Career Services website for a list of resources and associations/organizations

Schools in Quebec

(ISA works with all accredited elementary and secondary schools in Quebec)

 


Intern Perseverance and Success Scholarship

The "Intern Perseverance and Success Scholarship" from the Ministère de l'Éducation et de l'Enseignement supérieur (MEES) entitles students enrolled in an accredited teacher training program (i.e. B.Ed. or MATL, at McGill) to a total of $3,900 upon completion of their final placement. Learn more.

 


Distant Supervision Resources

Types of Supervision (During COVID-19 Period)

  1. In-Person: Supervisor is present in the classroom while you are teaching
  2. Synchronous Remote: Supervisor observes in real time via Webex or Zoom
  3. Asynchronous Remote: Supervisor observes a video recording via secure upload

IMPORTANT: Remote supervision requires consent from the Teacher Candidate, Cooperating Teacher, Field Supervisor and, in some cases, Parents. Consent forms are available below.

Teaching Episode Consent Forms

To protect the confidentiality of the young people with whom you will be teaching and to accommodate the need for remote field supervision, teacher candidates must use the following consent forms for the livestreaming or recording of any teaching episode for the purpose of assessment during their field experience. Consent forms should be submitted ONCE per field placement. Completed consent forms should be sent by the Teacher Candidate to the Field Supervisor.

**NEW** Teaching Episode Consent Form-Cooperating Teacher 

Note: Field Supervisor should upload completed consent form via the secure supervisor page on the ISA website.

**NEW** Teaching Episode Consent Form-Supervisor

Note: Field Supervisor should upload completed consent form via the secure supervisor page on the ISA website.

**NEW** Teaching Episode Consent Form-ST (Teacher Candidate)

Note: Field Supervisor should upload completed consent form via the secure supervisor page on the ISA website.

**NEW** Teaching Episode Consent Form-Parents

Note: Field Supervisor should upload completed consent form via the secure supervisor page on the ISA website.

Synchronous Livestream of Teaching Episode

We recommend using WebEx provided the bandwidth of your internet access in schools will reliably support video streaming. If it does not, we recommend that you record the teaching episode and upload it using a private YouTube setting. Webex does not limit the time of the teaching episode like other platforms, such as Zoom, but offers similar functionality.

Instructions for using WebEx for livestreaming a teaching episode can be found HERE.

Asynchronous Recording of Teaching Episode

Any recording of a teaching episode must be deleted form ALL devices and platforms immediately following the completed assessment. We remind teacher candidates of their responsibility in ensuring that recorded teaching episode and associated material cannot be reproduced or placed in the public domain. This means that each of you can use it for you’re the assessment of your teaching episode ONLY. You cannot allow others to use it, by putting it up on the Internet or by giving it or selling it to others who may also copy it and make it available. Please refer to McGill’s Guidelines for Instructors and Students on Remote Teaching and Learning for further information.

Instructions for uploading private teaching episode videos on YouTube can be found HERE.


Online Teaching Resources *NEW*

  1. Teaching in/with Zoom (guide), has embedded links to using Zoom for online teaching. This resource has shared by Dr. Ken Robertson, McGill Course Instructor.
  2. Zoom Online Learning Checklist (guide), shared by Mr. Sam Bruzzese, McGill Course Instructor. The document is originally from Julie Schell, University of Texas at Austin, College of Fine Arts.
  3. Keeping it simple: Remote teaching (Introduction) (vide), focuses on remote teaching in the Quebec K-11 sector. This video is courtesy of Mr. Sam Bruzzese, McGill Course Instructor.
  4. Keeping it simple: Remote teaching (Zoom Tips & Tricks) (video), covers breakout rooms and assigning groups as well as Pear Deck and student presentations. This video is courtesy of Mr. Sam Bruzzese, McGill Course Instructor.
  5. List of Online Distance Education Resources (list), compiled by the ISA's Career Advisor, Lara Franko, includes links to a variety of excellent websites intended to help facilitate meaningful online learning.
  6. Google Meet Resources: Google Meet Training and Help & Google Meet Cheat Sheet 
  7. Google Classroom Resources: Get StartedTeacher Center, Explore Classroom
  8. McGill Student Teacher Webinar: Tips and Trick for Teaching Online by Sam Bruzzese

Other resources intended to help Teacher Candidates as they continue to navigate what it means to be a teacher during this unprecedented global event:

 

Google Classroom Access for Student Teachers at EMSB

Due to distancing requirements and in accordance with the Ministry of Education, many schools have adapted to a hybrid teaching model alternating between in-person and online teaching.
During this time, the IT Services department of the English Montreal School Board is providing its schools with generic Google Classroom accounts to support the continuity of teaching activities. For Student Teachers to obtain access to this platform, you will need to request a Google Classroom account from your Cooperating Teacher (CT) or school principal at the beginning of your placement.
Although these accounts will take the form of an email address, they will not be email-enabled. These e-mail addresses will be used exclusively for gaining access to a Google Classroom upon invitation from your CT or principal. Any communication between a Student Teacher and Cooperating Teacher should still be done through your McGill email address.

 


Instructions for Personal Protective Equipment (PPE) Reimbursement *NEW*

You are only eligible to request reimbursement for PPE if the school is NOT providing these to Teacher Candidates. Reimbursement can only be provided if original receipts/proof of payment is provided. The maximum to be requested per Teacher Candidate is $105 plus taxes (3 boxes of $35 plus taxes). Click here to access the full instructions document.



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