Overview of the program
The program is structured around four broad themes:
- Orientation to the profession in community
- Learners
- Classroom and Curriculum
- Schooling, Society and Research
The B.Ed. is designed to be a place where theory and practice are deeply linked. Foundations and methods courses, school and community speak to one another through practicum experiences that value critical analysis, engagement, collaborative conversations, focused participant observation, advancement of skills and knowledge, and immersion in an environment that respects a shared process of growth and development. The practicum experiences will create spaces where teacher candidates enact education in pursuit of a more humane and equitable world.
The practicum experience in Semester One will facilitate a broadening of teacher candidates’ understandings of the role of the community, the profession, teachers, learners and schools in creating and sustaining an engaging, inclusive, safe and equitable learning environment.
Building on Semester One, the practicum experience in Semester Two will facilitate teacher candidates’ introduction to the complex dimensions of learning, and the interrelationship between learner, teacher and curriculum.
What does this mean in practice?
ED1 (the first year of the 2-year program) will focus on the development of professional understandings and relationships within the school and the community. Teacher Candidates (TCs) will attend placement at the host school for one day per week and a community practicum one day per week during the fall and winter academic terms, where they will have responsibility for participating actively for the whole day, undertaking a range of experiences such as working with small groups and/or individual students, deconstructing their understandings of teaching and learning with a focus on links between theory and practice, school and community, facilitating classroom transitions, co-planning and co-teaching with the mentor teacher, and engaging in lesson study. Schools and Community Organizations are encouraged to welcome a cohort of Teacher Candidates who will have the opportunity to experience different learning environments (activities, programmes, divisions, non-classroom settings, rotary, ELL, special education, etc.) throughout the year.
There will not be a teaching block in the first year, nor will there be a requirement to independently teach and plan during the one-day-per-week school-based placement. At the end of ED1, having immersed themselves in the work of the school and community each week, and having developed strong professional relationships and understandings, Teacher Candidates will be well prepared to take on independent planning and teaching in the fall semester of ED2 (Year Two).
In ED2, Teacher Candidates will continue to attend placement throughout the fall and winter semesters. They will also complete a 2-week block in the fall semester and a 6-week block in the winter semester.
PRACTICUM PROGRAM
All Teacher Candidates (TC) take part in a non-credit (Pass/Fail) practicum program consisting of the following:
- an on-campus orientation meeting in September prior to the first day of placement;
- online Moodle access to resources and communication with Practicum Facilitators (PF) and peers;
- school-based meetings with the Practicum Facilitator;
- preparation of a Professional Portfolio;
- participation in a year-long one-day-per-week practicum in a school and one-day-per-week practicum in a community organization (ED1); and
- participation in weekly and block practicum placements in a school (ED2).
Successful completion of all components of each level of the practicum program is a prerequisite for continuing on to the subsequent level and, ultimately, convocation with a Bachelor of Education degree.
PRACTICUM PLACEMENT
A practicum in the Faculty of Education is the experience of working collaboratively with a mentor in field settings (community and school placements) that are supported by coursework and school/community partnerships. Much of the curriculum for all pre-service programs of the Faculty of Education is linked to practicum experiences.
In addition to providing direct experience and an opportunity to apply newly acquired skills and knowledge, the practicum placements are a major source of curriculum in the sense that they bring candidates face to face with concrete situations. The underlying assumptions of this approach are that teaching can be considered as a form of problem solving and that teacher candidates learn best within cohesive academic and practical situations that allow them to understand and to master their environment in the school and community.
Host Schools and Community Organizations are essential partners in this process who support our practicum program by
- demonstrating commitment to equity, social justice, and environmental sustainability;
- focusing on learning and growth for all participants;
- modeling collaborative and inclusive learning environments;
- creating a positive climate conducive to risk-taking and support;
- developing and supporting innovative practices for teaching and learning;
- integrating teacher education with the daily life of the school or organization; and
- recognizing the value of shared inquiry.
Mentors in community organizations are experienced program leaders. Mentor teachers are Ontario certified teachers working in an instructional setting in schools or other situations that use the Ontario curriculum or in situations approved by the Ontario College of Teachers (www.oct.on. ca).
School placements are arranged by the faculty in collaboration with local boards of education. Teacher Candidates are not permitted to self-select or independently arrange placements. Teacher Candidates living within the geographic boundaries of our local boards of education can anticipate a travel time to their host school of up to 90 minutes on public transit. Teacher Candidates living beyond these boundaries must add their additional commute time to the 90-minute maximum travel time.
Availability of school-based practicum placements in specific boards is subject to board approval and availability of Mentor Teachers in the following boards only.
Toronto District School Board
Toronto Catholic District School Board
Peel District School Board
Dufferin Peel District School Board
York Region District School Board
York Catholic District School Board
Community practicum is detailed on the Community Practicum Website , where TCs will find an online selection system http://edu.yorku.ca/current-students/practicum/community/
ATTENDANCE
Attendance is mandatory at all community and school-based practicum placement days and meetings.
Teacher Candidates are expected to be in their host classrooms and community organizations as scheduled on the faculty calendar. TCs should be ready to actively engage with the teaching, learning and/or activity during all practicum days while classes at the university are in session, and during all teaching blocks. TCs are expected to treat attendance in their practicum as they would if they were an Ontario certified teacher. This means reporting any absence (in writing via professional email) to the Community Mentor or to the Mentor Teacher AND the Practicum Facilitator on the evening before, or prior to, the start of the school day.
Days missed during the year: All missed practicum days during the block must be made up. This includes religious holidays, statutory holidays and days missed due to illness and examinations, school closures or inclement weather. If a TC will be absent due to a religious observance, the Community Organization, Site Coordinator/Mentor Teacher and/or Practicum Facilitator, as applicable, should be notified 2 weeks in advance to allow for alternate planning of the lesson or task. Make up days should be scheduled in collaboration with the Community Organization, Site Coordinator/Mentor Teacher and/or Practicum Facilitator.
Days missed during the block: All missed practicum days during the block must be made up. This includes religious holidays, statutory holidays and days missed due to illness and examinations, school closures or inclement weather.
If a Teacher Candidate becomes ill during the block, the Practicum Facilitator should be notified as soon as possible. If illness prevents the Teacher Candidate from completing the block, the Practicum may be deferred.
Attendance is also required at practicum meetings. Missed meetings may require that the TC complete tasks/reflections to demonstrate understanding of the meeting content. If a TC demonstrates a consistent pattern of poor participation, the Practicum Facilitator will meet with the TC to implement an action plan to allow the TC to complete the practicum program successfully. If the goals and timelines established in the action plan are not met, the Teacher Candidate is deemed to be at risk of failing the program.
ISSUES IN THE PRACTICUM
It is the objective of the Faculty of Education to facilitate the success of every Teacher Candidate. If a Teacher Candidate or Mentor has concerns, an attempt should be made to resolve the issue collaboratively. The next step is to involve the Site Coordinator. If the issue is not resolved, the TC or Site Coordinator is advised to consult the Practicum Facilitator, or in the case of community practicum, the Community Practicum Coordinator to mediate outstanding issues. A TC will be removed or may request removal from a placement only after all efforts to come to a resolution have been exhausted.
HEALTH & SAFETY
Prior to commencing the practicum, all TCs must sign a declaration to indicate their understanding that they are covered by WSIB while in their degree-required practicum placements.
Prior to the start of placement, all TCs are required to view the Worker Health & Safety Video and upload a copy of the certificate of completion to the faculty. This information will also be available on the Practicum Course Moodle.
On the first day of practicum in both community and school-based settings, all TCs must complete a Student Health and Safety Orientation Check List.
CRIMINAL BACKGROUND CHECKS
Community Organizations and School Boards require that all Teacher Candidates involved in a practicum placement in an Ontario school submit a satisfactory Criminal Background Check with Vulnerable Sector Screening. Teacher Candidates will not be allowed to participate in a practicum placement until a current Criminal Background Check with Vulnerable Sector Screening has been received and approved. Specific regulations for presenting documentation, which varies from Board to Board, are available online at Criminal Background Check Information or by email from the Practicum Office practicumoffice@edu.yorku.ca.
ADHERENCE TO STANDARDS OF PRACTICE AND PRACTICUM SITE POLICY
Teacher Candidates in the Faculty of Education are expected to demonstrate that they are fully aware of, and are meeting, The Standards of Practice for the Teaching Profession and the Ethical Standards for the Teaching Profession as established by the Ontario College of Teachers. http://www.oct.ca/public/professional-standards
It is the responsibility of the TC, under the guidance of the Community Mentor or Mentor Teacher to ensure awareness of and adherence to all organization or school policy regarding health, safety, code of conduct and use of social media. All TCs are directed to the Ontario College of Teachers Professional Advisories http://www.oct.ca/resources/categories/professional-advisories
Any accidents or incidents of any unusual nature that occur must be reported to the school and the Faculty in compliance with established Community Organization, Board and Faculty procedures. Careful notes should be prepared detailing where and when the accident/incident happened; who witnessed it; where the Community Mentor or Mentor Teacher was at the time; what actions were taken — and any other information that may be relevant.
It is understood that Community Mentors and Mentor Teachers retain responsibility for the participants/students in the community organization or host classroom at all times. Teacher Candidates will not take on the responsibility of Community Mentors or Ontario Certified Teachers .
- In the case where the mentor teacher is away for a day, it is understood the community organization or school will place a supervisor or occasional teacher to oversee the practicum. If this is not done, the TC should “report” the matter to the practicum office (416) 736-5009 and the Community Organization, Site Coordinator or School Principal immediately. At no time are TCs to accept responsibility for students in the absence of an Ontario Certified Teacher or Community Mentor.
- Should the Mentor step out of the community space/classroom for short periods of time, the Mentor retains responsibility for the participants/students.
- TCs are expected to accompany Mentors during additional duties. Such additional duties, which may include yard, hall, lunch monitoring or supervision of off-site activities such as field trips, must be carried out in the company of a Community Mentor or Ontario Certified Teacher.
Issues or concerns regarding responsibility in the practicum should be discussed with the Practicum Facilitator. A clear understanding of roles, careful planning and conscientious record-keeping protects students, the community organization, school, and the Teacher Candidate.
UNIVERSITY SUPPORTS FOR STUDENTS WITH SPECIAL NEEDS
Students of York University (including Teacher Candidates) with learning, physical, sensory, mental or mental health disabilities may access support through Counselling and Disability Services (CDS) York Counselling and Disability Services.
Accommodations are granted only through CDS. TCs are advised to contact CDS at the earliest possible time to ensure accommodations are in place for the fall term.
RESPONSIBILITIES IN SCHOOL-BASED SETTINGS
The goal of the school-based practicum program is to move towards competence in planning, facilitating and assessing student learning and the development of professional practice in the host classroom as per the exit requirements in the Practicum Evaluation Protocol. In the Consecutive program, this competence is developed over Years ONE and TWO.
The Faculty of Education values the learning that is constructed during collaborative and co-teaching experiences. We further recognize that the readiness to take responsibility for the preparation and implementation of lessons for an increasingly greater percentage of the teaching day will vary and that principles of differentiation apply to teacher education.
Teacher Candidates should be co-planning and co-teaching with their Mentors during the first year of the program. For specific ED1 Learning Outcomes, see ED1 Learning Outcomes.
During the second year, teacher candidates should begin independent lesson planning and implementation in preparation for upcoming teaching blocks. For specific Year Two Exit Requirements, please see ED2 Exit Requirements.
Blocks are Professional Learning Experiences (PLEs), which facilitate teaching over sustained periods (2 weeks in the fall term of Year Two and 6 weeks in the winter term of Year Two). In preparation for the block, TCs will accept increasingly greater responsibility for independent planning and teaching throughout the fall and winter terms. While there is no requirement for a TC to teach 100% of the day, every day, during the 2-week or 6-week Professional Learning Experience, it is understood that TCs will need significant teaching time to facilitate the development and demonstration of their skills.
During the fall term, Year TWO TCs should begin to plan and teach independently for specific periods of the day. The length of daily independent teaching time should be differentiated to match the TC's level of comfort and growing ability. Year TWO TCs should NOT wait until their block to begin independent planning and teaching.
The success of a practicum is not measured quantitatively by the percentage of the day taught; it is measured qualitatively against exiting requirements for Teacher Candidates as per the Practicum Evaluation Protocol.
Daily Preparation
All Teacher Candidates are responsible for arriving at the school prepared for the day's activities as arranged with the Mentor Teacher.
All ED2 Teacher Candidates are responsible for comprehensive planning of lessons and submission of plans for Mentor Teacher review and feedback at least 48 hours prior to the lesson or within a timeframe agreed upon in collaboration with the MT.
Candidates are responsible for gathering their own materials, resources and equipment, in consultation with the Mentor Teacher. Arrangements for special materials and resources must be made in advance of the day's teaching. Teacher Candidates are reminded that they should not assume that items will always be available. Photocopying should be kept to a minimum; and should not be left until the last minute.
Feedback and Reflection
Teacher Candidates and Mentor Teachers should find time during each teaching day to discuss the day's activities, lessons, and observations, in addition to suggestions, future planning and other topics and/or concerns. It is essential that candidates accept feedback in a professional manner and take action to adjust their practicum performance in response to the constructive criticism that is received.
Preparation time/planning periods
A preparation period should be used to co-plan and/or confer with the Mentor Teacher.
A Teacher Candidate may also use this opportunity to remain with the students and observe/assist in the learning process or to observe in other classrooms to increase awareness of a wide range of teaching strategies and programs. Arrangements to observe should be planned in advance.
During the block the TC are advised to use preparation time for observing, planning, preparing of materials, marking, and reflecting.
Field Trips and Excursions
Teacher Candidates may participate in daily or overnight field trips that are organized to support the program of their host classroom. Participation should align directly with board and school policies that govern excursions. Teacher Candidates must be directly supervised by their Mentor Teacher during a field trip. TCs who do not participate in the organized field trip will attend at the school and undertake “alternate duties” as arranged by the SC or Principal.
With the support of the Mentor Teacher, a TC may participate in school-wide field trips. The decision to allow a Teacher Candidate to participate in a school-wide excursion must be made well in advance of the date/time of the trip. If permission is given for the TC to participate, arrangements should be made for an appropriate staff member to supervise the TC during the excursion.
If an excursion occurs on a Teacher Candidate’s practicum day, the day is viewed as a regular teaching day and the practicum day does not need to be made up. This applies to field trips associated directly with the host classroom as well as school-wide field trips. If a Teacher Candidate participates in an excursion on a day that is not a regular practicum day, that day is to be viewed as a volunteer experience. This type of additional volunteer experience will not be included towards the total of required practicum days.
A York University Event Risk Management Form must be completed by all Teacher Candidates and submitted to the Practicum Facilitator prior to any field trip.
Professional Development Days
If a Professional Development day occurs on a Teacher Candidate’s practicum day, the school is encouraged to involve the TC in the professional development program. If for some reason it is not appropriate for the TC to be involved in the PD program, then an alternate experience may be organized for the Teacher Candidate. This day is considered as a teaching day for purposes of attendance. TCs who do not participate in PD Days or alternate programming are required to make up the day.
Additional Days in the Classroom
Additional opportunities to work in the host classroom may be arranged with the permission of the MT. This additional time in the classroom is for personal growth purposes only and will not be counted as a placement day.
Involvement in the School
Teacher Candidates are encouraged to become involved in the life of the school beyond the classroom. Schools may invite the Teacher Candidates to participate in special school events throughout the school year. It is understood that Teacher Candidates have academic and personal obligations that may prevent participation in school-wide events that occur beyond regular school hours.
The Teaching Block
The teaching blocks (Year TWO) consist of 10 continuous days (Fall Semester) and at least 25 continuous days (Winter Semester). Blocks cannot be changed to accommodate personal schedules or commitments. Unavoidable interruptions to the block, supported by medical or other documentation, will be resolved by the Practicum Facilitator in consultation with the Practicum Coordinator. All missed days will be added to the end of the block.
All TCs must submit a long-range (or unit plan) prior to the start of block. TCs will prepare the plan prior to the block, based on conversations with the MT, the learning needs of the students, and the curriculum. The plan will be fine-tuned on the pre-block practicum days. This means that the block plan should be complete and submitted to the MT no later than 1 week prior to block. Then during the 3 pre-block placement days, the MT and TC will have the opportunity to discuss, review and fine-tune any details.
Long-range (unit) planning to ensure continuity in the experiences planned for students is a fundamental requirement for the final teaching block. Block (unit) plans should include
- an overview of the block timetable (weekly)
- a summary of preliminary brainstorming (for each unit/subject)
- a summary of overall learning expectations
- a description of the main culminating task(s) that will be used to evaluate the achievement of the expectations
- a summary of the sequence of lessons (modified day plans) leading to the culminating task (including reference to assessment/evaluation strategies; students learning opportunities, including differentiation; and resources).
Block plans must be approved by the Mentor Teacher and/or the Practicum Facilitator before Teacher Candidates begin their block. If the block plans fail to meet the expected standards, the start of the final block will be deferred until the plans are judged to be acceptable.
Ongoing Assessment
Teacher Candidates and Mentor Teachers should engage in ongoing conversations to ensure that TCs have a clear understanding of their progress in the placement.
Timelines ED2
September - October
Practicum Facilitators introduce the exiting requirements for the program detailed in the Practicum Evaluation Protocol (PEP).
Early November
TCs participate in a formal Observation Protocol with the Mentor Teacher prior to the block.
For candidates at risk of failing the placement, the Mentor Teacher should provide ongoing opportunities for comprehensive, detailed and frank evaluation. TCs should receive explicit information regarding strengths and weaknesses of their teaching performance. A detailed action plan formulated by the Mentor Teacher in collaboration with the Teacher Candidate and the Practicum Facilitator will provide clear timelines and strategies to support the growth of the candidates in meeting the Exiting Requirements of the program.
December (End of Fall Term)
MTs prepare a Practicum Summary Report and send it to the Practicum Facilitator for consultation and review prior to delivery to the TC.
Late February
- TCs and MTs complete a formal Observation Protocol.
- Practicum Facilitators and MTs work with TCs who may be at risk of failing the practicum to create or update an action plan.
- For candidates at risk of failing the placement, the Mentor Teacher should provide ongoing opportunities for comprehensive, detailed and frank evaluation. TCs should receive explicit information regarding strengths and weaknesses of their teaching performance. A detailed action plan formulated by the Mentor Teacher in collaboration with the Teacher Candidate and the Practicum Facilitator will provide clear timelines and strategies to support the growth of the candidates in meeting the Exiting Requirements of the program.
March
- TCs and MTs complete a final formal Observation Protocol.
Early April (End of Winter Term)
- MTs prepare a Practicum Summary Report and send it to the Practicum Facilitator for consultation and review prior to delivery to the TC.
Evaluation
The Practicum Facilitator and the Mentor Teacher will confer regarding the recommendation for final standing in the practicum. The Practicum Facilitator has the final responsibility for determining that passing standards for the practicum program have been achieved.
Year ONE Documentation of Learning
The Teacher Candidate will maintain a portfolio of documented evidence demonstrating achievement of the specific learning outcomes for Semester One and Semester Two. Evidence may include artifacts, narrative accounts, reflections or journals, photographs, testimonials, coursework from related courses, or other evidence to support the demonstration of achievement. Any examples or recordings of student work must be accompanied by appropriate permissions.
The Teacher Candidate will conference with the Mentor Teacher on an ongoing basis to keep the Mentor Teacher up-to-date on the progress of learning and collection of evidence, discussing areas of strength and issues or concerns to identify next steps.
At the end of each semester, the Mentor Teacher will provide the TC with a brief signed written comment on the portfolio and the progress of the Teacher Candidate in demonstrating and documenting achievement of the learning outcomes for the specific semester. The TC will be responsible for submitting the Mentor Teacher's signed written comment to the faculty.
Year TWO Summary Reports
At the end of each block, Mentor Teachers will compose a Summary Report for all TCs. This summary report should reflect the candidate’s ability to meet the Exiting Requirements of the practicum from the Practicum Evaluation Protocol.
Summary Reports should be submitted to the Practicum Facilitator for consultation and review prior to delivery to the TC. Following this consultation and review, the Mentor Teacher will deliver a hard copy of the report to the TC and retain a copy.
