EDPR2000 Practicum Assessment Information and Documentation

The Year ONE practicum provides an opportunity for teacher candidates to participate in the work of the classroom for one day per week. In the first semester, the school-based placement will facilitate a broadening of teacher candidates’ understandings of the role of the profession, the community, teachers, learners and schools in creating and sustaining an engaging, inclusive, safe and equitable learning environment. Building on the first semester, the school-based placement in the second semester will facilitate teacher candidates’ introduction to an understanding of the complex dimensions of learning, and the interrelationship between learner, teacher and curriculum.

What does this mean in practice?

The first year of the new 2-year program will focus on the development of professional understandings and relationships within the school community. Teacher candidates will attend placement at the host school for one day per week during the fall and winter academic semesters. Teacher candidates will have responsibility for participating actively in the work of the school for 100% of the school 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, facilitating classroom transitions, co-planning and co-teaching with the mentor teacher, and engaging in lesson study. Schools will be encouraged to welcome a cohort of teacher candidates that will have the opportunity to experience different school settings (divisions, non-classroom, 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 placement. At the end of Year One, having immersed themselves in the work of the school each week, and having developped strong professional relationships and understandings, our teacher candidates will be well prepared to take on independent planning and teaching in the Fall of Year Two.

What documentation will be required for successful completion of the practicum?

  • A Year ONE Teacher Candidate (TC) will be responsible for conferencing with the Mentor Teacher (MT) throughout the semester to discuss progress relative to the Learning Outcomes for the semester, update the Mentor Teacher on the status of the Portfolio of Documented Evidence, share concerns, address challenges, set personal objectives, and plan next steps in support of the TC’s achievement of the learning objectives during the semester. Ongoing conferencing between MT and TC ensures that the TC is on track for successful completion. For TCs who may be deemed at-risk, both MT and TC should contact the York Practicum Facilitator and review the Mentoring & Teaching Resource Room (MTRR) for information http://mtrr.blog.yorku.ca/practicum-resources/teacher-candidates-who-are-at-risk/.
  • Creation of a Portfolio of Documented Evidence is required (electronic or hard copy). The Portfolio should be viewed and assessed as evidence of the process of achieving the learning outcomes rather than as a culminating project or product.
  • At the end of each semester, the Mentor Teacher and Teacher Candidate will confer to create the MT/TC Conferencing Report. The TC and MT should each retain a copy. The Mentor Teacher is asked to email a copy to the Practicum Facilitator.

What might a portfolio look like?

PowerPoint - Year One - Learning Outcomes Portfolio of Documented Evidence

What is the rationale for this type of assessment?

  • Today’s TCs are the teachers of tomorrow. They will be responsible for self-assessing their professional practice and their learning needs for professional growth and development. The Ontario College of Teachers (n.d.) Standard of Professional Practice requires that members refine their professional practice through ongoing inquiry, dialogue and reflection. It is important that teacher candidates begin this process of reflection, inquiry and dialogue from the first day of practicum.

  • The Ontario Ministry of Education’s (2010) Growing Success document lists guiding principles that apply equally well to teacher education. The Portfolio of Documented Evidence supported by ongoing conferencing with the Mentor Teacher respects these principles of assessment by ensuring that the process leads to enhanced and expanded understandings and achievement of the learning outcomes in a manner that meets the “interests, learning styles and preferences, needs, and experiences” (p. 6) of all TCs. To this end Mentor Teachers are asked to “provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement” (p. 6) throughout the semester and to encourage TCs to develop “self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning” (p. 6).
  • As learners who are developing their self-assessment skills, Teacher Candidates require ongoing support and guidance from Mentor Teachers whose experience and mentorship instills confidence in the learner, affirms the TC’s growing understandings, provides support to address challenges, and guides next steps for continued development.

Should you have any questions, please contact your York University Practicum Facilitator.

Please click on the links to see a sample of the Conferencing Report.  A blank fillable PDF version is also provided.

IMPORTANT - Please first download and save a copy of the blank Conferencing Report before completing it.  This will allow you to save a completed document.  

After completion of the form, please save to your computer.   These reports do not upload to the Faculty from this site and will not be saved in the MTRR after you have exited.

SAMPLE - Year ONE Conferencing Report Semester 1

SAMPLE - Year ONE Conferencing Report Semester 2

YEAR ONE Conferencing Report Semester 1 FILLABLE

YEAR ONE Conferencing Report Semester 2 FILLABLE