INTRODUCTION MISSION STATEMENT

Transcription

1 TABLE OF CONTENTS Introduction... Page 1 Mission Statement... Page 1 General Information... Page 2 Schulich School of Education Consecutive Bachelor of Education - Conceptual Framework: A Summary...Pages 3-4 Practice Teaching Continuum Block 1... Page 5 - Block 2&3...Page 6 Teacher-Candidates Placed in Pairs....Page 7 Observation Notes... Page 8 Class Observation Sheet... Pages 9 Role of the Teacher-Candidate... Pages Practice Teaching Binder Organization... Pages Role of the Associate Teacher... Page 14 Role of the Faculty... Page 15 Professionalism... Page 15 Policy for Determination of Final Grade in Practice Teaching... Page 15 Cause for Withdrawal from the Program... Page 16 Backwards Design Instructional Model... Page 17 Lesson Plan Template... Pages Lesson Plan Guidelines... Pages Checklist for Lesson Planning Format... Pages Lesson Plan - Samples Pages Daybook Plan Samples (Elementary and Secondary)... Pages Daybook Plan Templates (Elementary and Secondary)... Pages Practice Teaching Report Sample... Pages Practice Teaching Growth Descriptors... Pages 56-59

2 INTRODUCTION The purposes of this handbook include: To provide general information about the practicum experience To provide Associate Teachers, Faculty Advisors, Teacher-Candidates, and the broader education community with lesson plan models To provide direction in the form of checklists and templates for Teacher-Candidates to develop lesson plans To provide an outline of the responsibilities of Teacher-Candidates in each teaching block MISSION STATEMENT The mission of the Schulich School of Education is to promote the professional growth of teachers through preservice, in-service and graduate programs, as well as provide educational leadership and support through consultation and research. The purpose of this Practice Teaching Handbook is to provide information concerning all aspects of the PRACTICUM component of the Schulich School of Education Bachelor of Education program at Nipissing University. The goal of the PRACTICUM is to provide Teacher-Candidates with opportunities for growth as a professional teacher. Practice teaching provides opportunities: for involvement in classroom settings in which Teacher-Candidates can relate the professional theory acquired at the Faculty to the practical aspects of teaching in the classroom to become familiar with the school environment and programs to observe the activities of learners and competent teachers who will provide models of excellence in teaching and professionalism to interact with students in a variety of contexts for Teacher-Candidates to examine their own teaching critically for Teacher-Candidates to practice the skills of planning and implementation, communication, and management for Teacher-Candidates to complete tasks assigned by the Faculty for Associate Teachers and the Faculty to provide constructive feedback and evaluate the Teacher- Candidate s professional growth The Associate Teachers and the faculty are partners with Teacher-Candidates in the practicum experience. 1 Nipissing University Schulich School of Education Practice Teaching Handbook

3 GENERAL INFORMATION Practice Teaching placements are made through the PRACTICE TEACHING OFFICE and take into account the agreements made between the Schulich School of Education and the particular school board and the requirements of the practicum. Teacher-Candidates may not make their own arrangements for practicum placements. An honorarium per candidate per session is paid to Associate Teachers by the University. Payment will be made directly to the Associate Teacher upon receipt of the teacher s evaluation form. Please allow eight weeks for processing. School boards require candidates placed in Ontario schools to complete a satisfactory Police Background Check screening prior to having direct contact with students. Teacher-Candidates will make official copies of Police Background Checks available to school officials with valid photo identification. Faculty members supervise as many Teacher-Candidates as possible during practice teaching blocks. The Associate Teacher may request a visit by a faculty member at any time during the block by calling the Practice Teaching Office. ( ext. 4555) Teacher-Candidates are required to complete twelve (12) weeks of practice teaching during the academic year. The aim of Nipissing University during the practice teaching blocks is to provide: P/J candidates with placements in primary and junior grades. J/I candidates with placements in junior and intermediate grades. I/S candidates with placements in intermediate and senior grades. Teacher-Candidates may not be left on their own during the absence of the Associate Teacher. They may not assume unsupervised responsibility, nor may they act as supply teachers. 2 Nipissing University Schulich School of Education Practice Teaching Handbook

4 NIPISSING UNIVERSITY SCHULICH SCHOOL OF EDUCATION CONSECUTIVE BACHELOR OF EDUCATION CONCEPTUAL FRAMEWORK: A SUMMARY Nipissing University s Schulich School of Education has evolved through many stages since the North Bay Normal School was founded in Over the years we have paid close attention to what we do as a Faculty of Education, ensuring that our program meets not only the needs of enrolled BEd candidates, but also the academic and professional school communities. We describe a conceptual framework characterized by six interconnected portals that represents our Program. Portals are entrances or means of gaining access: gateways to success. It is anticipated that the pre-service interaction of theory, practice, context, and self-knowledge will serve as entry points to the profession of teaching. A Praxis Model (described in Portal 3) is surrounded by a number of portals, which are connective and receptive, continually interacting and contributing to the development of our Teacher-Candidates. These portals are consistent with the Ontario College of Teachers (O.C.T.) Foundations of Professional Practice, as well as the Ontario Curriculum. They are interdependent and interact with individual teachers knowledge, skills, values, and contexts to create our concept of ideal teaching. This characterization of teaching speaks to the necessity to educate teachers for the 21st century in ways that do not prescribe fixed directions or firm positions, but instead provide openings to a variety of journeys. Central to a constructivist concept, is the acceptance that there is no one way of being a teacher and that the developing teacher does and will always remain an active learner, constructing knowledge, skills and values from the complex interaction of theory, practice, context and awareness of self. These are strong skills endorsed by the O.C.T. and consistent with the O.C.T. s guidelines. This conceptual framework acknowledges that teachers of today are responsive, professional, lifelong learners whose careers will take many more turns and pass through many more portals than did previous generations. PORTAL ONE: An interdisciplinary program focused on the development of professional understandings and ethics While professional Teacher-Candidates may have unique skills, talents, and knowledge that they bring into their education, they are fundamentally teachers of learners and require a broad-based understanding of their future practice. Consequently, there are extensive connections among the courses in the program and the Faculty charged with their delivery. Pre-service Teacher-Candidates are provided ongoing contact, encouragement and support on their journey towards becoming professional teachers. PORTAL TWO: An understanding of the diversity of our society and communities and professional knowledge and practices to create supportive learning communities Candidates are asked to engage in critical analysis of aspects of their local and wider communities for sociological, philosophical, historical, and legal elements that inform their work with children, adolescents, and young adults. This critical analysis allows developing professional teachers to focus on power imbalances that exist within our society, communities, and schools, and engages them to work with and propose alternative ways of approaching these imbalances. PORTAL THREE: The application of professional knowledge and experience to promote student learning The heart of our BEd program is the interaction of professional/practical attitudes, knowledge, and skill with selfknowledge. This integration occurs within both the Faculty and school components of the program. Course instructors continually make connections between the professional and the practical, understanding that good theory informs practice as much as good practice informs theory. Within the professional and practical components of our program, we encourage, stimulate, and often provoke candidates to examine their tacit and preconceived understandings of learning and teaching, within socio-cultural and socio-political contexts (referred to in the Conceptual Framework as The Praxis Model). 3 Nipissing University Schulich School of Education Practice Teaching Handbook

5 PORTAL FOUR: An understanding of self as participant in the creation of safe and supportive learning communities Candidates are encouraged to assess their preconceived notions about learning and teaching, in light of the professional and practical opportunities for learning they experience. Many of the professional/practical theories and understandings presented by course instructors, Faculty Advisors, and Associate Teachers challenge and confront tacit and preconceived knowledge held by candidates. With sensitivity, we invite the developing preservice teacher to engage in this process as an essential partner. When such an invitation is extended to preservice teachers, there occurs the opportunity not only for the examination and assessment of pre-existing personal knowledge about learning and teaching but also for the development of professional/practical knowledge within a frame of guided experience. In essence this process leads to the development of reflective practice. PORTAL FIVE: The development of critical reflective practice and ongoing professional learning Within our program we encourage our candidates to reflect on three primary questions, How do I know what I know? Why do I do what I do? Why do I ask my students to behave or think in particular ways? These questions are designed to assist the developing, reflective teacher in recognizing their personal influence on the learning/teaching environment. These questions are often posed within the practicum context and crucially augmented with How might I do things differently? By engaging candidates in reflective practice during their pre-service program, we expect that they will continue asking these questions in their professional practice. Our fundamental aim is to prepare professional teachers for a rapidly and ever-changing environment, one that is challenged by social, political, and cultural forces beyond their control but, within which they must continue to provide the best possible learning environment for their students. PORTAL SIX: The development of technological knowledge, skills, and values to support effective practice Part of the Methods component of the program, Information Technology, imparts specific knowledge and skills related to technology and its use in the classroom. In addition, implementation of the ITeach (Mobile Computing Initiative) ultimately requires each student to possess and use a laptop computer as part of the teacher development program. Through the development of knowledge, skills, and values related to technology, it is anticipated that graduates will become teacher leaders, responsive to the technological needs of students and the impact of technology on learning. 4 Nipissing University Schulich School of Education Practice Teaching Handbook

6 TEACHER-CANDIDATE S SCHEDULE Block 1: Oct ; Nov. 29-Dec. 17, 2010 Monday Tuesday Wednesday Thursday Friday Thanksgiving Observation Observation 1 or 2 Lessons each day Focus: Initial opportunity to practice lesson planning and implementation; classroom management strategies; ongoing formative feedback; summative evaluation October % Observation/50% Instructional Responsibilities Focus: Lesson planning and implementation; classroom management strategies; ongoing formative feedback; summative evaluation % Observation/50% Instructional Responsibilities November/ December Focus: - Lesson planning and implementation; classroom management strategies; ongoing formative feedback; summative evaluation - Rated practice teaching report written by the Associate Teacher to be submitted by November December or 2 lessons 50% Observation/50% Instructional Responsibilities Focus: - Lesson planning and implementation; classroom management strategies; ongoing formative feedback; summative evaluation % Observation/50% Instructional Responsibilities Observation Focus: - Lesson planning and implementation; classroom management strategies; ongoing formative feedback; summative evaluation % Observation/50% Instructional Responsibilities Focus: - Lesson planning and implementation; classroom management strategies; ongoing formative feedback; summative evaluation - Rated practice teaching report written by the Associate Teacher to be submitted by January 7. 5 Nipissing University Schulich School of Education Practice Teaching Handbook

7 TEACHER-CANDIDATE S SCHEDULE Block 2 Feb. 7-25, Block 3 Feb 28-M ar 25, 2011 Monday Tuesday Wednesday Thursday Friday Observation 1 or 2 lessons 50% Observation/50% Instructional Responsibilities Focus: - Continued development of lesson planning and implementation; classroom management strategies; communication, differentiation, assessment and evaluation. - Shared responsibility for planning of a theme or unit; ongoing formative feedback; summative evaluation February March 50% Observation/50% Instructional Responsibilities Focus: - Continued development of lesson planning and implementation; classroom management strategies; communication, differentiation, assessment and evaluation. - Shared responsibility for planning of a theme or unit; ongoing formative feedback; summative evaluation Family Day 50% Observation/50% Instructional Responsibilities Focus: - Continued development of lesson planning and implementation; classroom management strategies; communication, differentiation, - - assessment and evaluation. - Shared responsibility for planning of a theme or unit; ongoing formative feedback; summative evaluation - Rated practice teaching report written by the Associate Teacher to be submitted by Mar 4 28 Mar Observation 1 or 2 Lessons 50% Observation/50% Instructional Responsibilities Focus: - Continued development and implementation; refinement of instructional skills, communication, classroom management strategies, differentiation, and assessment and evaluation. - Shared responsibility for planning of a theme or unit; ongoing formative feedback; summative evaluation % Observation/75% Instructional Responsibilities Focus: - Daybook planning and implementation; refinement of instructional and classroom management strategies, differentiation, and assessment and evaluation. - Shared responsibility for planning of a theme or unit; ongoing formative feedback; summative evaluation STUDY WEEK NO CLASSES Up to 100% Instructional Responsibilities Focus: - Daybook planning and implementation; refinement of instructional and classroom management strategies, differentiation, and assessment and evaluation. - Shared responsibility for planning of a theme or unit; ongoing formative feedback; summative evaluation - Rated practice teaching report written by the Associate Teacher to be submitted by April 8 to clear for graduation. 6 Nipissing University Schulich School of Education Practice Teaching Handbook

8 TEACHER CANDIDATES PLACED IN PAIRS FOR A PRACTICUM BLOCK In some instances, Teacher-Candidates will be placed in pairs within the same classroom during a particular practice teaching block. This provides teacher candidates a unique opportunity to explore collaborative teaching and planning and to learn from their fellow classmates. In such instances, Associate Teachers may, in collaboration with Teacher-Candidates determine how best to modify the Teacher-Candidate schedule above to ensure that each Teacher-Candidate is allowed ample opportunity to teach within the particular practice teaching block. Teacher-Candidates may be permitted to teach a portion of the recommended instructional responsibility or to teach to the full expectation on alternate days or to collaborate (team-teach) as appropriate for the particular classroom setting in which the Teacher-Candidate is working and at the discretion of the Associate Teacher. Should an Associate Teacher have any questions or concerns about best practice with respect to working with pairs of Teacher-Candidates, they may contact the Faculty Advisor or Practice Teaching Office for further guidance. 7 Nipissing University Schulich School of Education Practice Teaching Handbook

9 OBSERVATION NOTES During each placement, observation notes should be maintained for each instructional setting observed. These observations should include information on instructional strategies, management, program, student organization, resources, evaluation, teacher responsibilities and provisions for exceptional learners. You may wish to make written observations on the framework provided on page 9 and re-record in the appropriate section of your PT Handbook later. The following guidelines should be used to organize your observation notes: 1. Management Strategies establishment and maintenance of a positive classroom climate expectations for student behaviour in the classroom, halls, lunchroom, on school property routines - particularly transitions procedures for attendance, opening exercises, washroom, dismissal use of positive reinforcement methods of dealing with unacceptable behaviour quiet signal and other signals effective discipline techniques student directed management strategies 2. Instructional Strategies learning centres, discussion, lecturing, games, research, programmed learning, etc. 3. Program Organization school schedules and classroom daily timetable, programme routines, subject integration, timetabling, routines and teaching responsibilities for special classes team teaching; role of teacher assistants and classroom volunteers 4. Student Organization class list, seating chart grouping procedures: whole class, small groups, independent study, peer learning, etc. 5. Instructional Materials use of chalkboard, Smartboards, bulletin boards, audio visual equipment, computers, books, kits, concrete materials location of and access to supplies and resources 6. Methods of Evaluation tracking, anecdotal records, student work folders, assignments, tests, etc. 7. Responsibilities of the Teacher outside the Classroom duty (yard, lunch, bus, etc.) extra-curricular activities, curriculum and staff meetings, communication with parents, etc. health and safety issues (e.g., students with allergies, anaphylaxis policies governing administration of medication, procedures during inclement weather, bomb threats, lockdowns, etc.) 8. Provisions made for Exceptional Learners/Differentiation accommodation of students with learning exceptions differentiation of content, process, or product to meet student needs 8 Nipissing University Schulich School of Education Practice Teaching Handbook

10 Class Observation Sheet Teacher: Management Strategies Grade: Instructional Strategies Program Organization Student Organization Instructional Materials Methods of Evaluation Responsibilities of the Teacher Outside of the Classroom (be sure to include safety issues e.g., students with allergies, policies governing administration of medication procedures during inclement weather, weapons/bombs, threats, etc.) Provisions Made for Exceptional Learners/Differentiation Other Observations of Interest 9 Nipissing University Schulich School of Education Practice Teaching Handbook

11 ROLE OF THE TEACHER-CANDIDATE Teacher-Candidates enter the school as associate members of the teaching profession and should accept the responsibilities assigned by the School Principal and the Associate Teacher. During the practicum, Teacher- Candidates are observing students, studying the role of the teacher, practicing teaching skills and reflecting on this experience. They should work closely with their Associate Teachers in planning, implementing, differentiating and evaluating the learning expectations and opportunities. Attendance Teacher-Candidates are expected to report to the school office at least 30 minutes before official school opening on the first day of each practice teaching block. On subsequent days of practice teaching they are expected to report to their assigned classroom at least 30 minutes before the bell rings. Teacher-Candidates are expected to remain in the school at least 30 minutes at the end of the school day. Candidates should also check with their Associate Teachers about expectations for appropriate arrival and departure times should additional time be required for consultation and/or participation in extra-curricular activities. Absence During Practice Teaching If Teacher-Candidates are absent for any reason during the practice teaching block they are required to notify their Associate Teacher and the school office before school begins for the day. Teacher-Candidates must also ensure to provide appropriate lessons and resources for any instructional time for which they were responsible as well as ensure coverage for any non-instructional responsibilities. Teacher-Candidates are also required to notify the Practice Teaching Office of their absence on the day that they are away from the school. A message can be left on the voice mail system (705) ext The necessity for make-up for accumulated absence will be determined by the Practice Teaching Committee after the last practicum block has been completed. An absence of three or more days due to illness requires a medical certificate to be submitted to the Practice Teaching Office upon return to the Faculty. Practice Teaching Binder All written observations, instructional plans and reflections for the current practice teaching block must be kept in reverse chronological order in the Practice Teaching Binder. It is recommended that the Practice Teaching Handbook be kept in the Practice Teaching Binder. This completed binder is to be at school each day throughout the practice teaching block. All lesson plans for the day are to be completed prior to school opening and available for examination by the Associate Teacher and visiting Faculty. (Please see pages 12-13). Observation Observation notes must be maintained in order to assist with the planning process. It is important to observe the many components of the program, as established by the Associate Teacher, particularly in a classroom where there is extensive individual programming, the use of learning centres and/or co-operative learning. Observation notes should include specific details organized under the eight headings as outlined on page 8. Observation may also be used as part of the assessment process. The Faculty may assign observation activities as a requirement for some courses. Daily Organizer Teacher-Candidates are expected to outline the activities of the day briefly (daily schedule), clearly indicating where their lessons fit into the daily plan. Planning The purpose of planning is to think out, in advance, the details of what is to be learned, the sequence in which the details will be developed and the resources and strategies to be used at each stage. 10 Nipissing University Schulich School of Education Practice Teaching Handbook

12 All plans for the day are to be provided to your Associate Teacher a minimum of 30 minutes before the beginning of the school day. Time should be allowed for the Associate Teachers to respond to your planning before the lessons are implemented. The Associate Teachers should be able to refer to the plans while the Teacher-Candidates are teaching their lessons. Teacher-Candidates may consider using a daybook plan during weeks 11 and 12. Unless otherwise advised by the Teacher-Candidate s Faculty Advisor or the Dean. Implementation During the first practice teaching block Teacher-Candidates should be implementing plans under the direction of their Associate Teachers. The Associate Teachers will provide Teacher-Candidates with formative and summative feedback regarding their initial opportunities to practice communication, planning, differentiation, implementation and management strategies during all weeks. Rated evaluation from your Associate Teachers will be given during weeks 1-12 of practice teaching. Shared responsibility for the planning of a theme or unit should occur beginning in the second block. During the final practicum block Teacher-Candidates will share responsibility for the planning of a theme or unit of work. During the last week of this block they will be expected to teach up to the full schedule assigned to their Associate Teacher. Reflection Reflections on the practice teaching experiences should provide Teacher-Candidates with opportunities on a daily basis to evaluate, in writing, the students learning, the Teacher-Candidate s own effectiveness, and the next steps in the learning process. Reflecting on the Teacher-Candidates own effectiveness should assist them in their professional growth because it allows them to identify their strengths and areas for improvement. As well, it provides Teacher-Candidates with a forum to assess suggestions for continued growth made by their Associate Teachers or visiting faculty members. Teacher-Candidates should maintain a log of comments and suggestions from their Associate Teacher(s) which directs their attention to aspects of professional growth that are discussed on a daily basis. This will form the basis of their Professional Growth Plan for their Professional Portfolio. Conducting Classroom Routines Conducting established classroom routines such as opening exercises, dismissal, circle or sharing time and the correction of homework provides Teacher-Candidates with opportunities to establish a rapport with the students as well as develop and refine instructional skills. Lesson plans are not required for these routines but the routines, including the purpose, should be recorded in your observation notes. Non-Instructional Activities Teacher-Candidates are expected to assume the role of a teacher. Therefore, non-instructional time should be spent observing the work of the Associate Teachers and the activities of the learners, assisting the teachers in routine duties and providing individual help for students. As well, Teacher-Candidates should become familiar with the classroom resources and organization. Teacher-Candidates are expected to participate in Professional Development Days and Staff meetings/plt s where appropriate. As well, they are expected to assist in the duty schedule established in the school. 11 Nipissing University Schulich School of Education Practice Teaching Handbook

13 PRACTICE TEACHING BINDER ORGANIZATION Teacher-Candidates are asked to keep their practice teaching binder and its contents up-to-date and organized at all times. Their practice teaching binder will be available to Associate Teachers and Faculty Advisors. Below is an example of some Tab suggestions that students can use to assist them. Tab #1 Teaching Timetable This is a weekly schedule of when classes occur with subject, titles and times. Teacher-Candidates will highlight or outline the classes they will be responsible for teaching. If such a timetable does not exist, Teacher-Candidates should create one. Tab #2 Observations Associate s Classes When Teacher-Candidates are not teaching they will be observing Associate Teachers and will continue to make observation notes. They will use the same categories as above, yet put each heading on a separate page with date entries. Teacher-Candidates need to make up these sheets themselves. For example: Management Strategies - October 15 teacher gave positive reinforcement to students who listened well and completed task - October 16 teacher uses hand in the air to get students attention, students follow suit, are quiet..etc. 1. Management Strategies 2. Instructional Strategies 3. Program Organization 4. Student Organization 5. Instructional Materials 6. Methods of Assessment and Evaluation 7. Responsibilities of the Teacher Outside of the Classroom (including health and safety issues) 8. Provisions Made for Exceptional Learners/Differentiation Tab #3 Routines Lesson plans are NOT needed for routines. Teacher-Candidates will make a record of the various routines and categorize the routines into two categories: 1. Management-Related (e.g., opening exercises, entry/dismissal, fire drill, lockdown drill, nutrition breaks, lunch/yard/bus duties, washroom, pencil sharpening) 2. Curricular-Related (e.g., taking up homework, teaching a new song/fingerplay in circle time, spelling dictation, Show and Tell/Current Events, daily cursive writing/printing, bellwork, Problem of the Day, storytime/serial novel, U.S.S.R./D.E.A.R/D.E.A.W., etc.). Under each category they will include the purpose of the routine and the procedure for the routine that they will conduct. 12 Nipissing University Schulich School of Education Practice Teaching Handbook

14 Tab #4 Lesson Plans Lesson plans include a daily organizer and will be located immediately before the lessons for a particular day. Teacher-Candidates will put the most recent day at the beginning of the binder and will include all handouts, answers to a quiz, overheads etc. used for the lesson. The handouts will follow right after the lesson plan. Teacher- Candidates are to complete the reflection portion of the lesson plan the same day, when they have had a chance to think about how the lesson progressed and what could be improved. Tab #5 Other This would include additional teaching ideas, strategies etc. and might also include photographs of bulletin boards, classroom layouts, handouts, etc. Photographs of students should not be taken without specific written permission of parents. Blanket permission forms signed by parents in September might be available in the main office. 13 Nipissing University Schulich School of Education Practice Teaching Handbook

15 ROLE OF THE ASSOCIATE TEACHER Associate Teachers should provide Teacher-Candidates with a model of excellence in teaching and professionalism. The Associate Teachers will guide Teacher-Candidates in the planning and implementation process and provide feedback on their professional qualities, ability to communicate, planning, differentiation, implementation and classroom management. The Associate Teachers will evaluate Teacher-Candidates success during the practicum using the evaluation form provided by the Faculty. Daily feedback about the Teacher- Candidate s professional growth should become a daily routine to provide maximum opportunities for student growth. Mentoring One day of each teaching block with the Associate Teacher is an observation day to provide opportunities for Teacher-Candidates to observe routines and instruction. This will occur during weeks 1, 4, 7 and possibly 10. During these days the Associate Teachers will provide Teacher-Candidates with information about the program and the learners to assist in understanding how an experienced teacher manages the classroom environment. Associate Teachers will guide Teacher-Candidates in the planning process, particularly during the first block. Associate Teachers may make suggestions to assist in the planning of teaching strategies and the availability of resources and provide opportunities for Teacher-Candidates to conduct classroom routines. Associate Teachers should examine lesson plans before they are implemented. Written comments may be made by Associate Teachers on the plans and specific recommendations for growth should be given to the Teacher-Candidates by the Associate Teachers. Time will be arranged each day by the Associate Teachers so that formative feedback can be provided. The practice teaching growth descriptors (pp 56-59) may be used to provide a basis for communicating strengths and the areas that require growth. Associate Teachers will expect Teacher-Candidates to participate in classroom activities and will provide opportunities for them to instruct individuals and small groups as well as the whole class. Wherever possible, Teacher-Candidates should be given responsibility for organizing and maintaining a learning area within the classroom. Supervision and Evaluation Associate Teachers must supervise as well as guide and mentor. Associate Teachers will evaluate Teacher- Candidates professional growth by observing their teaching and commenting on their effectiveness in communication, planning, differentiation, implementation and classroom management. (The growth descriptors may be used in this process). Associate Teachers will discuss Teacher-Candidates work in the classroom on a daily basis in order to provide feedback and suggestions for improvement. It is the Teacher-Candidate s responsibility to arrange this time with the Associate Teacher on a daily basis. They will also assist Teacher-Candidates in developing criteria for self-evaluation. Daily feedback on classroom management, professional growth and other aspects should form part of the formative evaluation. At the end of the practice teaching block the Associate Teachers are required to complete the practice teaching report which includes an overall rating for each week as well as the evaluation of specific criteria. Categories within each of the areas of assessment should be rated according to what the Teacher-Candidates actually accomplish during the practicum and specific strengths and weaknesses should be indicated in the general comments. Promptly completed practicum reports provide timely support for the professional growth of Teacher-Candidates. Associate Teachers are encouraged to notify the Practice Teaching Office ( ext. 4555) by Friday of any week in which the overall rating is Does Not Meet Expectations or if a candidate is experiencing difficulty during a placement. 14 Nipissing University Schulich School of Education Practice Teaching Handbook

16 ROLE OF THE FACULTY IN PRACTICE TEACHING The role of the faculty members is to supervise Teacher-Candidates and to provide support for Associate Teachers. This is accomplished by: 1. meeting with Teacher-Candidates during the Fall Practice Teaching Blocks as well as other times that are mutually agreeable; 2. consulting with Associate Teachers; 3. assisting Teacher-Candidates with the interpretation of advance information; 4. examining plans, observation notes and reflections normally prior to the lesson; 5. observing teaching and providing feedback; 6. completing evaluation reports during the school year for Teacher-Candidates; 7. providing additional debriefing following the practice teaching blocks. Faculty will make individual arrangements when they will be visiting Teacher-Candidates. Although notification will normally be provided prior to these visits, faculty members have the right to visit Teacher-Candidates at any time. PROFESSIONALISM All Teacher-Candidates are expected to follow the College of Teachers Foundations of Professional Practice as well as the OTF Code of Ethics. A breach of any part of these may be reason enough to prevent an individual from continuing in the academic program, from continuing in the practice teaching component or from being deemed successful overall in the Pre-Service BEd. program. POLICY FOR DETERMINATION OF FINAL GRADE IN PRACTICE TEACHING THAT in order to qualify for a Bachelor of Education degree each candidate be successful in the course entitled Observation and Practice Teaching in addition to meeting all other requirements for the academic courses. THAT the final decision regarding standing in the Observation and Practice Teaching course be based on a thorough review by the Practice Teaching Committee of all evaluations completed by Associate Teachers and/or Faculty Advisors. THAT a meeting be held during each term to review the progress of all Teacher-Candidates. The progress of any Teacher-Candidate who has received a rating Does Not Meet Expectations in any practice teaching report during the fall will be discussed with the understanding that a letter summarizing the results of the discussion be sent to the Teacher-Candidate by the Associate Dean of Education; THAT the success in the program of any candidate who receives a rating Does Not Meet Expectations on any practice teaching report during the year be reviewed at the final marks meeting in May. THAT the Faculty reserves the right to exercise its collective professional judgement about a Teacher-Candidate's final success in the pre-service BEd. program in any case where a Does Not Meet Expectations has been assigned to a Teacher-Candidate on a practice teaching evaluation form. 15 Nipissing University Schulich School of Education Practice Teaching Handbook

17 CAUSE FOR WITHDRAWAL FROM THE PROGRAM Any of the following may be considered cause for the immediate withdrawal of a Teacher-Candidate from any practice teaching assignment: (1) a charge by school personnel and/or Nipissing Faculty of physical or sexual abuse; (2) an assessment by school personnel and/or Nipissing Faculty that the Teacher-Candidate's behaviour seriously or chronically affects the intellectual, emotional or physical well-being of students; (3) in the opinion of Nipissing University Schulich School of Education, the Associate Teacher and/or the School Principal, evidence that continued placement could have a detrimental effect on the school's program, the students or the staff. Make-up teaching assignments may be refused, and the Teacher-Candidate's right to continue in the pre-service program may be revoked, depending on the seriousness of the deficiency. 16 Nipissing University Schulich School of Education Practice Teaching Handbook

18 BACKWARDS DESIGN INSTRUCTIONAL MODEL Ask yourself: What will I accept as evidence that students have learned this? Expectations * may be deconstructed to identify goals for a single lesson Pre - assessment Content Assessment Evaluation Strategies Reflection Reflection on student learning Reflection on teacher effectiveness Five Key Questions for Backward Design 1. What will I teach? 2. How do I intend to assess the learning? 3. How will I teach? 4. How can I organize the instruction? 5. How will I assess and evaluate the learning? 17 Nipissing University Schulich School of Education Practice Teaching Handbook

19 Lesson Plan Template 1. Lesson Plan Information Subject/Course: Name: Grade Level: Date: Time: Topic: Length of Period: 2. Expectation(s) Expectation(s) (Directly from The Ontario Curriculum): Learning Skills (Where applicable): 3. Content What do I want the learners to know and/or be able to do? Today learners will: 4. Assessment (collect data) / Evaluation (interpret data) (Recording Devices (where applicable): anecdotal record, checklist, rating scale, rubric) Based on the application, how will I know students have learned what I intended? 5. Learning Context A. The Learners (i) What prior experiences, knowledge and skills do the learners bring with them to this learning experience? (ii) How will I differentiate the instruction (content, process and/or product) to ensure the inclusion of all learners? (Must include where applicable accommodations and/or modifications for learners identified as exceptional.) B. Learning Environment C. Resources/Materials 18 Nipissing University Schulich School of Education Practice Teaching Handbook

20 6. Teaching/Learning Strategies INTRODUCTION How will I engage the learners? (e.g., motivational strategy, hook, activation of learners prior knowledge, activities, procedures, compelling problem) MIDDLE: Teaching: How does the lesson develop? How we teach new concepts, processes (e.g., gradual release of responsibility - modeled, shared, and guided instruction). Consolidation and/or Recapitulation Process: How will I bring all the important ideas from the learning experiences together for/with the students? How will I check for understanding? Application: What will learners do to demonstrate their learning? (Moving from guided, scaffolded practice, and gradual release of responsibility.) CONCLUSION: How will I conclude the lesson? 7. My Reflections on the Lesson What do I need to do to become more effective as a teacher in supporting student learning? 19 Nipissing University Schulich School of Education Practice Teaching Handbook

21 Lesson Plan Guidelines 1. Lesson Plan Information Subject/Course: Name: Grade Level: Date: Time: Topic: Length of Period: Does the lesson extend over more than one timetabled period? If yes, record all dates and times at the top of the plan. 2. Expectation(s) Expectation(s) (Directly from The Ontario Curriculum): a) Selected and listed from the Ontario Curriculum b) Refined when necessary c) Has verbs that are measurable and observable d) Has realistic number of expectations (1-3 usually) e) Has expectations that match assessment Learning Skills (Where applicable): a) Learning skills are listed as necessary 3. Content What do I want the learners to know and/or be able to do? Describes in detail the content of the lesson Includes facts, data, information, formulae, concepts, skills, knowledge and/or attitudes Content is organized in a logical and sequential manner Identifies what will be taught in today s lesson * What are the concepts, facts, skills, formulae, and /or attitudes? * How does the content relate to the expectation(s)? * How will I organize the content? (Simple to complex? Familiar to unfamiliar? Specific to general?) Today learners will: a) Identifies what will be taught in today s lesson 4. Assessment (collect data) / Evaluation (interpret data) (Recording Devices (where applicable): anecdotal record, checklist, rating scale, rubric) Based on the application, how will I know students have learned what I intended? Identifies the strategy used to asses student learning Includes a recording device (anecdotal notes, rubric, rating scale, checklist) Includes self and peer assessment as appropriate Identifies Learning Skills being assessed and identifies appropriate recording device * How will I know if (or to what degree) the expectation(s) were achieved? * What is the most appropriate assessment strategy(ies)? * Is the recording device included? * Is the assessment strategy appropriate for all learners or will some modified assessments be used? (Refer to pre-assessment notes.) 20 Nipissing University Schulich School of Education Practice Teaching Handbook

22 5. Learning Context A. The Learners (i) What prior experiences, knowledge and skills do the learners bring with them to this learning experience? Identifies students prior knowledge related to the expectation(s) * What experiences (cognitive, affective, psychomotor) do the students bring to the lesson? * What level of development have they already attained relative to the targeted expectation(s)? (ii) How will I differentiate the instruction (content, process and/or product) to ensure the inclusion of all learners? (Must include where applicable accommodations and/or modifications for learners identified as exceptional.) Identifies students who require additional support, including accommodations and/or modifications; describe strategies to be used. Describes changes in content, process, product to meet needs * Are there any changes in context, process or product to meet students needs? B. Learning Environment Describes the teaching/learning space Describes adjustments to the teaching/learning space (if required) Lists group members (when necessary) * How will the teaching/learning space be used? * What groups will be needed? * Will the learning environment need to be altered? C. Resources/Materials Lists the resources to be used, for example: text title, author and page(s) (if applicable) films, website, articles, etc. (if applicable) technology e.g., overhead, data projector, computer, SMART board, lab equipment, etc. (if applicable) handouts (worksheets, templates, rubrics, checklists, etc.) paper, markers, manipulatives, etc. * Which resources would best promote the expectation(s) of the lesson? * Are the resources available? 21 Nipissing University Schulich School of Education Practice Teaching Handbook

23 6. Teaching/Learning Strategies INTRODUCTION How will I engage the learners? (e.g., motivational strategy, hook, activation of learners prior knowledge, activities, procedures, compelling problem) Time is allocated Should be connected to the learning Engages the students Is creative, innovative and motivating * What is the hook/motivator for the students? * How will I use the hook? (Describe step-by-step) * Is it creative and motivating for the students? * Review of yesterday s learning. * How will I bridge previous learning to the new learning? MIDDLE: Teaching: How does the lesson develop? How we teach new concepts, processes (e.g., gradual release of responsibility - modeled, shared, and guided instruction). Time is allocated Teaching/learning strategies are described step by step, including groupings Teacher modeling of new learning is explained How students explore a problem and document their solution strategies (when applicable) Key educative questions are listed Procedures for activity/activities are described step by step when applicable When appropriate, include a description of student(s) roles and responsibilities Task card/overview may be posed if applicable Transitions are clearly outlined (e.g., distribution and collection of resources, groupings, etc.) Learning skill(s) listed, anchored, and demonstrated as appropriate * How will the content be taught? * How will I model the new learning? * How can I maximize student involvement? * How should I sequence the lesson? * What instructions will I need to give the students in this part of the lesson? * How will students explore a problem and document their solution strategies? * How will an overview of the learning tasks be introduced to the students? * How will routines and expectations be presented to the students? * What routines will be utilized for the learning task(s)? * Have I specified routines for each task (task cards and/or overview is posted)? * How will transitions be handled? e.g. distribution of resources, regrouping, time * How will I teach the required social skills? * What key educative questions are included? * How much time should I allocate? 22 Nipissing University Schulich School of Education Practice Teaching Handbook

24 Consolidation and/or Recapitulation Process: How will I bring all the important ideas from the learning experiences together for/with the students? How will I check for understanding? Time is allocated Students are asked to summarize/demonstrate facts, data, information, formulae, concepts, skills, knowledge, attitudes and/or learning skill(s) Recapitulation questions are listed Students are made aware of what they have learned (metacognitive skills) / sharing of new learning * How can I get the students to summarize the new learning? * How will I bring all the important ideas from the learning experiences together for/with the students (e.g., student presentation of solutions, work samples, projects; group discussion moderated by the teacher or by students) * Is it focused and precise? Am I asking questions specific to new learning? * Are the students ready for the application? Application: What will learners do to demonstrate their learning? (Moving from guided, scaffolded practice, and gradual release of responsibility.) Time is allocated Explains how the students will apply and practice the new learning alone or in groups Includes completion and /or generation of similar problems if applicable * How will I provide guided practice so that students can consolidate main ideas from the lesson? * Considering the different students in the class and the curriculum content of this lesson, what application task(s) would be most appropriate? * Does the application task relate directly to the expectation(s)? * How should I organize for the application task (grouping, time, space, materials)? * Will the needs of all learners be met by the application task? * Will the tasks encourage increasingly independent use of the new learning? * What will my role be during the application task? * Is homework appropriate? CONCLUSION: How will I conclude the lesson? Includes time allocation Includes student reminders when appropriate Identifies assigned homework if meaningful and appropriate Includes transition to next class/subject/dismissal 23 Nipissing University Schulich School of Education Practice Teaching Handbook

25 7. My Reflections on the Lesson What do I need to do to become more effective as a teacher in supporting student learning? Lists steps for how I will help ALL students meet expectations for next class, including those who require continued differentiation Identifies topic for next class * Based on my reflections on the student learning, what learning experiences should follow in the next lesson in this subject area? * Is any reteaching required? * What student/curriculum needs should be addressed in the next lesson? Thinking about the implementation of the lesson, lists next steps for professional growth regarding the lesson (communication, planning, organization, motivation, teaching / learning strategies, differentiation, questioning, assessment, etc.) Assesses my classroom management of the lesson and list pro-active classroom management strategies for the next lesson. * What did I learn from this lesson about my own effectiveness as a teacher (strengths and areas for future improvement in terms of communication, planning, differentiation, implementation and classroom organization, management, assessment)? * What other factors may have influenced the success of the lesson? Did I note and respond to these elements appropriately? * What do I now know about good teaching? * What should I consider to improve the effectiveness of my teaching for my next lesson? * What additional proactive management step(s) should be considered for subsequent lessons? 24 Nipissing University Schulich School of Education Practice Teaching Handbook