PRACTICUM HANDBOOK. Preparing for and designing your practicum

Transcription

1 DEPARTMENT OF HUMAN DEVELOPMENT, EDUCATION & CARE EDUCATION ASSISTANT PROGRAM PRACTICUM HANDBOOK Preparing for and designing your practicum ( Avenue) Box 1000, Fort St. John, BC V1J 6K1 Telephone: ext or (250) ext Fax: (250)

2 INTRODUCTION The purpose of this booklet is twofold: First, it provides general information about the required practica in the Northern Lights College Education Assistant Program; and second, it outlines practicum design considerations to assist students and sponsor teachers in preparing for a student placement. Please share this booklet with principals and possible sponsor teachers as you arrange for you practicum placement. PRACTICA RATIONALE Practica are an important aspect of the education process as they provide the student opportunity to synthesize theoretical knowledge with the hands-on realities of daily life in the classroom. Studies in professional practice provide opportunities for the student to observe exemplary models in a variety of settings; implement acquired knowledge, skills, and attitudes in supportive environments; analyze field experiences through reflection, self-assessment, and feedback from teaching professionals; and synthesize the practical and theoretical elements of one s learning. (Canadian Child Care Federation, 1995) There are two practica in the EA Certificate Program and each practicum introduces the student to a broadening area of skill development. The two main domains of focus for each practicum are skill development and personal growth in the areas of confidence, attitude, knowledge and professionalism. PREREQUISITES Practicum I: Students have completed or are taking the following courses concurrently: Introduction to Observing and Recording Education Assistant Foundations Introduction to Life-Span Development Guiding and Caring School Foundations Practicum II: Students have successfully completed all courses in the program PRACTICUM HANDBOOK 2

3 PRACTICA DESIGN Each practicum is designed to include hands-on assignments within a flexible structure that can accommodate both the student s personal and professional growth and the instructional needs of the school. While the practicum experience will reflect the student s individual learning goals and needs, there are specific learning outcomes that all students must meet while completing each practicum. The practica include a combined total of 280 practicum hours that a student must complete within specified time periods. Students will know the specific dates for each practicum prior to registering in a practicum and will be able to provide this information to a potential practicum placement. Practicum I The first practicum is offered during the fall semester, starting in mid to late September, and in the winter semester, starting in early January. This practicum is ten weeks in length, and consists of ten weeks parttime directed classroom experience, totaling 130 hours. Practicum II The block practicum (full-time) is offered during the fall semester, starting in mid to late September, and in the spring semester, starting mid to late April. This practicum is five weeks full time and consists of 150 hours of directed classroom experience. PRACTICA PARTICIPANTS The following people participate in the practica: Student: The student is responsible for helping to organize the practicum and for completion of practicum components. The student will provide a practicum proposal outlining his/her proposed placement and an introductory letter describing her/his previous experiences to the Practicum Instructor and also provide practicum information to the Sponsor Teacher. Sponsor Teacher: The Sponsor Teacher is a certified classroom Teacher in a K-12 School. This person will have the most contact with the student. The student reports to and receives feedback on the day-today practicum experiences from this teacher. It works best if one person can be the designated Sponsor Teacher. There is a handbook provided to the Sponsor Teacher. PRACTICUM HANDBOOK 3

4 Practicum Instructor: The Practicum Instructor is the Northern Lights College Education Assistant Program faculty member who organizes the practicum experience with the student. The role of the Practicum Instructor includes guiding the practicum experience, facilitating communications between all parties involved in the practicum, encouraging the student's personal and professional growth, providing feedback on course requirements, and grading and evaluating the practicum assignments and outcomes. Peer Observer: Because the practica are offered through distance education, it is not always feasible for an Instructor to observe the student directly in the placement. Therefore, we have found that involving an outside Observer is helpful to the practicum student. The Observer should be a licensed Teacher, Administrator, or Education Assistant who is not directly involved in the practicum placement. The role of the Observer is to come into the practicum site and do direct observations of the student. These observations are used to provide feedback for the student. It is the responsibility of the student to arrange for a practicum Observer. There is a handbook available for the Observer. DESIGNING THE PRACTICUM EXPERIENCE Step 1: Arrange your placement 1. Contact your school district office. The school district may be able to facilitate the placement process and will also inform you of any requirements they have for completing a practicum in their schools. 2. Find, in consultation with your Instructor, a practicum location in a K 12 school which will allow you to gain experience working with children who require additional support. 3. Complete a Criminal Record Review for your practicum location. The completed review must be in the school s POSSESSION before you can begin your practicum. 4. Contact your Instructor immediately if you have any difficulty fulfilling any of these requirements. Step 2: Meet with your Sponsor Teacher 1. Arrange a time to meet with your sponsor teacher before your practicum begins. 2. Complete the Getting to Know You Form (included in your course package). Give it to your Sponsor Teacher along with the letter to the Sponsor Teacher, the Sponsor Teacher Handbook and Sponsor Teacher Student Assessment Booklet that came as part of your course materials. These booklets will help your Sponsor Teacher understand his/her role and the expectations of the practicum. (It is also a good idea to read over the Sponsor Teacher Handbook yourself, so that you too will have an understanding of the Sponsor Teacher s role.) PRACTICUM HANDBOOK 4

5 3. In conjunction with your Sponsor Teacher, plan your practicum days as per the following practicum schedule: WEEK TEAC 152 (fall/winter) TIME IN CLASS TOTAL HOURS ONE (1) Introductory visit - TWO (2) EIGHT (8) Two 6-hour days 84 NINE (9) TEN (10) Three 6-hour days 36 TOTAL PRACTICUM HOURS 120 WEEK ONE (1) TEAC 153(fall) TIME IN CLASS Introductory visit TOTAL HOURS TWO (2) SEVEN (7) Two 6 hour days 72 EIGHT (8) Three 6 hour days 18 NINE (9) TEN (10) Five 6 - hour days 60 TOTAL PRACTICUM HOURS 150 WEEK ONE (1) TEAC 153(fall/spring) TIME IN CLASS Introductory visit TOTAL HOURS TWO (2) SIX (6) Five 6 hour days 150 TOTAL PRACTICUM HOURS 150 PRACTICUM HANDBOOK 5

6 Note that one complete school day (for example 9 am to 3 pm) is considered 6 hours in your placement. (The remaining 10 hour requirement for the Teac 152 practicum will be fulfilled by participation in the weekly seminars, to reach a total of 130 hours.) 4. Discuss your practicum assignments with your Sponsor Teacher. It is important that he/she knows that you will need to complete a video tape assignment, have peer observers come into the classroom to observe your skills, and shadow another EA in the school for a day. Also talk about the assessment booklets and let your Sponsor Teacher know that we will have two three-way telemeetings during the practicum. 5. Ask to be shown around the school and find out about things such as parking, where to hang your coat, the school schedule etc. 6. Fill out your Work Experience Agreement (included in your course package) and have the principal sign it. Step 3: Submit your practicum plan to your Instructor 1. After you ve organized your practicum days with your Sponsor Teacher, write your introductory letter to your Instructor and include some general information about yourself and your experience working with children as an Education Assistant. Also tell your Instructor why you chose this school and your goals for this practicum. 2. Next, fill out your Practicum Information Form (included in your course package). Be sure to give your Sponsor Teacher s full name (first and last), the complete school address, including the postal code, and list each of the dates that you will be in practicum. 3. Submit your Introductory letter, Practicum Information Form and Work Experience Agreement to your Instructor 4. Once your Instructor has received your introductory letter and practicum information plan, she will review it and then contact you. Note: Your Instructor must receive your Practicum Information Form and introductory letter at least one week before the start of the course PRACTICUM HANDBOOK 6

7 Criteria for Practica: Students are asked to read the following list of practica criteria carefully, ensuring that they can meet most, it not all, of these criterion before they register for a practicum course. If they are unsure, they are asked to call an EA Instructor to discuss their practicum considerations before registration. The practicum should fulfill the following criteria: The student arranges his/her own practicum placements with the help of the local school district and Practicum Instructor. Practicum occurs in a classroom setting in a single school where the student has access to children requiring EA support The student is sponsored by a certified teacher who is willing to directly supervise, guide and mentor the student throughout the practicum. The student has regularly scheduled hours, whether it be a month-long block or two days per week. The student should plan to work between 12 and 25 hours per week (depending on which practicum is being completed) directly in the practicum setting. The student, in consultation with the Practicum Instructor, will designate an Education Assistant or a certified Teacher, other than the Sponsor Teacher, to complete peer observations during the practicum. This will make it possible for a student to receive more feedback on her/his progress. The student may need to "shadow" an Education Assistant, who is currently working at the practicum school, as part of their practicum assignments. If the town/community does not have the resources to give a student a quality practicum experience, she/he may need to commute or relocate (temporarily) to another town, which can provide her/him with the necessary experience. PRACTICUM HANDBOOK 7

8 Work Placement Practicum Practicum can be competed in a student s work placement, as long as the student can meet the objectives of the practicum. We have found that the most valuable practicum experience is one that gives the student fresh ideas and insights so we encourage students to seek out alternative placements for their second practicum. For example, a student, who is employed part-time in a school, completes her first practicum in her work placement with the classroom teacher as her Sponsor Teacher. Then, for the second practicum, the student fulfills her work responsibilities but also volunteers in a second classroom and uses that teacher as her Sponsor Teacher. Please also consider the following when organizing a work placement practicum: "At work practicum" is a special consideration practicum and must be discussed with the Instructor. The designated Sponsor Teacher must be able to work directly with the student. Participants are asked to explore and be aware of possible effects on working relations. This can be a very positive area to expand upon during this time. Practicum will add additional workload to the staff members who are involved in the practicum. The student and Sponsor Teacher must feel that objectivity is possible. The student must be able to attend to practicum needs and requirements while working. The role of the staff member will supersede that of a student. The goals and reflection for the practicum must include attention to the work relationship. INFORMATION FOR SPONSOR TEACHERS Successful Sponsor Teachers are valued for their mentorship of students through their use of modeling, personal encouragement, constructive criticism, and suggestions. Role of the Sponsor Teacher: Things to consider when accepting a practicum student: Sponsor Teachers should be confident that the school/classroom is functioning well and will provide the student with a positive experience. Sponsor Teachers must be willing to share knowledge and resources with the student. Sponsor Teachers must be able to take time to discuss the student's progress and practicum considerations with the student and the Practicum Instructor. PRACTICUM HANDBOOK 8

9 Mentoring Attitudes: The Sponsor Teacher is a model for the student; therefore, she/he must be careful in her/his attitudes towards her/his colleagues and parents of the children, so that the student gains an understanding of professional behaviour. The Sponsor Teacher must understand the developmental level of the student, so that she/he can match increasing responsibilities to the student's abilities. Practicum Instructors can also help in this area. The Sponsor Teacher must be able to give clear directions about what is expected of the student and encourage the student to feel like part of the teaching team. The Sponsor Teacher should allow the student to have experiences that will reinforce the course learning and the role of the Teacher Assistant. The Sponsor Teacher must understand that the student is learning and so, may make mistakes. However, these mistakes should be explored as valuable learning opportunities. Time Commitment The time required to sponsor a practicum student can be difficult to determine, as much depends upon the individual needs of the student and the school. However, here are some general guidelines that may help you: Sponsor Teacher Orientation Telemeeting: The week prior to each practicum, the TA Department of Northern Lights College organizes a one-hour teleconferenced orientation for Sponsor Teachers and the Practicum Instructor. This meeting is scheduled in the late afternoon or early evening. We recommend that Sponsor Teachers attend the orientation as we will discussing the particulars of the practicum and provide an opportunity address any general questions or concerns. We understand, however, that we cannot meet everyone s schedule and so, the Practicum Instructor is also available during his/her office hours to answer any individual questions Sponsor Teachers may have. Telemeetings: There are two minute telemeetings during each practicum in which the student, Instructor, and Sponsor Teacher discuss the student s progress during the practicum. Topics discussed during a telemeeting may include competencies for improvement, professional challenges, a plan of action for professional growth and development, professional strengths, the student s and Sponsor Teacher s personal philosophy for Teacher Assistant training, and addressing classroom needs with practicum goals. We try to meet the Sponsor Teacher s needs by organizing meetings for identified convenient times before, during or immediately following the school day. PRACTICUM HANDBOOK 9

10 Instructor/Sponsor Teacher Telephone Contact: We encourage our Sponsor Teachers to contact the Instructor, at anytime, if they have questions or concerns regarding the practicum experience. We have found that open communication works best to facilitate a good experience for the student and the school. Also, the Instructor may contact the individual Sponsor Teachers during the practicum to connect on a oneto-one basis and discuss any student concerns that may arise. Completion of Assessment Booklet and Professionalism Rating Form: We recommend that Sponsor Teachers refer to the assessment booklet and the professionalism rating form on a regular basis, rather than completing the forms all at once at the midterm and end of the student s practicum. Sponsor Teachers have found that organizing a brief, daily meeting with the student to discuss his/her progress is most effective. Practicum Assessment Student must complete a variety of assignments during their practica, including: observations learning journals behavioural guidance logs video tapes behaviour intervention plans job shadows personal philosophy papers In order to facilitate the process of evaluation and maximize the learning experience, there are four methods of feedback used for evaluation: Student Self-Assessment: The student assesses his/her own skills by completing a practicum assessment booklet and gives specific examples of strengths and challenges for each skill set. As well, students are expected to reflect upon their experience in an ongoing manner. Some assignments are designed to provide and encourage self-assessment. Sponsor Teacher Feedback: The Sponsor Teacher is asked to complete an assessment booklet on the student's progress during the practicum. Each area is defined and has space for comments and examples. As well, Sponsor Teachers complete a professionalism rating form as part of the feedback process. The PRACTICUM HANDBOOK 10

11 Instructor and student also fill out the same form. Sponsor Teachers are asked to provide daily opportunities to discuss the practica considerations with the student. Peer Observations: Peer observations, performed by an experienced Teacher Assistant or certified teacher (other than the sponsor teacher) provide students and the Practicum Instructor with objective observations and feedback of the student engaged in the practicum experience. Video Taping: Because it is not always possible for the Practicum Instructor to visit the practicum classroom in person, Northern Lights College Teacher Assistant students are required to video tape and critique themselves twice during the practicum. The video provides an overall picture of the student and should focus on the types of curriculum activities and experiences in which the student regularly participates in order to verify the student s professional strengths and challenges. Video assignments focus on the student, not on the children. The student is responsible for organizing the video taping experience. However, the Sponsor Teacher may be asked to provide help to do the actual video taping. If this is not possible, then the student is responsible for providing someone else to come in and video. This person will only come into the classroom with the Sponsor Teacher s permission. We have found that this is a valuable learning experience for the student. The video tapes are only viewed by the student and the Instructor. Northern Lights College students must adhere to the policy of each practicum placement regarding notification to parents of the use of observations and video taping. PRACTICUM HANDBOOK 11

12 FINAL NOTE Sponsor Teachers and placements are valued for their contribution of providing quality education and opportunities for EA students to develop their skills and competencies. We would like to take this opportunity to thank the Sponsor Teachers who support the student s professional goals. We recognize and appreciate the time, energy, and support that you give to making the practicum work. We could not possibly identify all aspects to a practicum in a booklet, but we hope that this information helps you to understand the general practica design and the various roles and expectations of practica participants. If you have any questions or require further clarification, please call the Department of Human Development, Education and Care at (250) , and ask to talk with either the Department Chair or EA Practicum Instructor. Reference Canadian Child Care Federation. (1995). Towards Excellence. Retrieved June 1999, from PRACTICUM HANDBOOK 12