PROFESSIONAL STANDARDS PRACTICUM
The following is a summary of key components and resources that will be explored in the PROFESSIONAL STANDARDS practicum sessions at York. Please feel free to use the suggestions and resources to support your role as a Mentor Teacher.
1. TEACHER PROFESSIONALISM
Teacher professionalism involves a series of commitments as indicated below:
- a commitment to student learning
- a commitment to ethical behaviour and integrity
- a commitment to growth
Talk with your candidate about things such as:
- How will you demonstrate your commitment to students?
- How will you accept the challenges of teaching?
- How will you interact with students, administrators, colleagues, parents, and community members?
- How will you take risks in your commitment to growth? How will you demonstrate your commitment to lifelong learning?
2. FOUNDATION OF PROFESSIONAL PRACTICE
Talk with your Teacher Candidate (TC) about the Foundations of Professional Practice. It is a document which provides a foundation for the regulation of the teaching profession in Ontario. According to the Foundations of Professional Practice,
there are three key aspects of the teaching profession:
The Ethical Standards for the Teaching Profession, which convey teachers’ beliefs and values regarding their professional relationships with students, colleagues and diverse education partners.
The Standards of Practice for the Teaching Profession, which articulates what teachers know and practice daily.
The Professional Learning Framework for the Teaching Profession, which assists in identifying the ways teachers learn, integrate their knowledge into their practice and engage in ongoing professional development.
3. THE TEACHER CANDIDATE PRACTICUM EVALUATION PROTOCOL (TC-PEP)
As a Mentor Teacher you will establish and maintain an ongoing collection of assessment data regarding your candidate’s performance in the classroom. You can use a variety of tools – anecdotal notes, dialogue journals, work samples (i.e.
lesson plans), self-assessment forms and written reflections along with the tools in the TC-PEP document. The TC-PEP tools are one component of the ongoing assessment/evaluation process of your TC. You should be involved in the formal TC-PEP process three times over the course of the placement. For the concurrent program you would have three formal observations – once in the fall, once in the winter and once in the final block. In Year TWO of the 2-Year program, formal observation should happen at least once in each block period.
The formal TC-PEP process consists of 3 components:
- a pre-conference meeting (planning the lesson)
- an observation of the lesson
- a post conference meeting to debrief the lesson
The MT Pre-Observation Form is filled in by the MT to provide the TC direction in terms of planning for the formal observation lesson. The TC Pre-Observation Form is filled in by the TC and submitted to the Mentor Teacher along with the formal lesson plan at the beginning of the school day. It allows the MT to gain insight into the process used by the TC in planning the lesson.
The Observation Form is used by the MT during the lesson to record data collected during the observation.
The Post Observation Form supports the discussion that takes place after the lesson has been taught. Questions 1-3 should be filled in by the TC.
The Focused Feedback Form can be initiated by either a MT or a TC to address an issue or question that they may have. The Focused Feedback forms can be used at any time throughout the placement (as little or as often as required)
The Summary Report, includes information related to the TC’s performance throughout the entire placement. It should be completed at the end of the term. The content of the Summary Report should not be a surprise to the TC. Ongoing communication, feedback and goal setting throughout the term should ensure that you and your TCs both have a clear understanding of their practice relative to the exit requirements.
4. PORTFOLIO
Your candidate will develop a professional portfolio, which will document the TC's story of learning in the practicum program. Confirmation of your candidate’s learning is provided by a range of artifacts that reflects the practicum experiences in the host classroom.
Encourage your TC to include reflective statements that provide an indication of the following:
- alignment between the skills and experiences of the TC and the requirements of the profession.
- understanding of how learning theory relates practice in the classroom.
- understanding of areas of strength and improvement.
- the identification of realistic goals for the continued improvement of practice.
