Field Experience II

We are seeking interested Partner Teachers for this opportunity

Dates: March 11 – April 19, 2024

Field Experience II

Individual Learning in Classrooms  (EDUC 465)

• 4 week placement
• March & April
  • 4-week placement within March 14-April 21 (6 weeks), to accommodate Spring Break and Teachers’ Convention
• Pre-service teachers placed in as a pair, ideally*
  • Pre-service Teachers are assigned to one Partner Teacher** and will ideally be placed in pairs with another Pre-service Teacher.
• Pre-service teachers second B.Ed. term – first time teaching in the classroom

*Ideally, they are placed in pairs. However we are happy to accommodate any requests to place just one student.

**1 partner teacher or team teachers

Course details and focus:

The Pre-service Teacher will examine the complex dimensions of individual learning in classrooms with a particular emphasis on the collaborative nature of the teaching profession. 

• Inquiry theme is individual learners and learning
• Focus is on working with individuals and small groups
• Assignments include planning and implementing a series of learning experiences for a small group of learners, and team-teaching with individuals and small groups of learners, with a mentor teacher’s guidance
• Course description

Amount of Teaching:

• Pre-service Teachers will teach 1/3 or approximately one class per day by the end of week 2 (at Partner Teacher’s discretion). 
• Pre-service Teachers will also be responsible for written lesson plans for all lessons taught including formative assessment.

Field Experience Design:

The Pre-service Teacher(s), with the support of the Partner Teacher, may employ just one or two of the following options or they may move between the three options as required:

1. Individual/Small Group Instruction. Plan a series of curriculum learning engagements/lessons for individuals and small groups of learners under the Partner Teacher’s mentorship.  This experience will allow Pre-service Teachers to delve more deeply into the examination of who the learners are and their unique needs.  Each lesson will require a written lesson plan that asks what do I want the learners to know and what will I accept as evidence that the lesson has been successful?
2. Team Teaching Instruction. Collaboratively prepare a series of curriculum learning engagements/lessons to be taught in a large class setting as part of a team teaching opportunity.  Pre-service Teachers will be responsible for delivering a portion of the lesson, which has been collaboratively developed and will also be responsible for assisting with those elements of the lesson for which they are not directly responsible.  The Pre-service Teacher will still be asked to collaboratively plan and participate in a series of curriculum learning engagements/lessons, each requiring a written lesson plan that asks, what do I want the learners to know and what will I accept as evidence that the lesson has been successful? 
3. Whole Class Instruction. Prepare a series of curriculum learning engagements/lessons to be taught in a large class setting under the Partner Teacher’s direction.  In order to examine the complexities of differentiation, Pre-Service Teachers will develop a series of curriculum learning engagements/lessons, each requiring a written lesson plan that asks what do I want the learners to know and what will I accept as evidence that the lesson has been successful? 

Evaluation:

The Partner Teacher will prepare a narrative assessment which will be a formal, but formative, written assessment of the Pre-service Teacher’s strengths and areas for growth.  The assessment should be based on the competencies identified for EDUC 465.

School Policies:

• We are committed to ensuring our preservice teachers follow all school and school district policies and processes.
• A Field Instructor will be attached to your school and work closely to ensure all school policies are followed by pre-service teachers.