EXPERIENTIAL LEARNING IN PRACTICUM
Orientation to the Profession in Community
Teacher Candidates will focus on Orientation to the Profession in Community. Teacher candidates will develop understandings of how multiple stakeholders in and beyond the school, and school structure, impact student learning, and how 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, Teacher Candidates will develop their professional demeanour and gain insights into the importance of strong professional relationships that support student learning.
Learning Outcome # 1
Teacher candidates will
- Actively engage in the work of the school and classroom to understand the role of all stakeholders [1] in creating and sustaining an engaging, inclusive, safe and equitable learning environment.
Figure 1: Stakeholders in Education
The following provide some examples of how teacher candidates might demonstrate their acquisition of these understandings:
- Develop strategies and tools for communicating effectively with families, school faculty and staff, and community;
- Research current practices to contribute to a newsletter or website at local classroom or school/community level;
- Support capacity building in curriculum and community through initiatives such as literacy night, math program after school, family fit night, action teams for student leadership, alliances, anti-bullying, safe schools, community initiatives, etc.;
- Work with school faculty and student leaders to encourage student voice, etc.;
- Develop and share understandings of technology as a tool for communication and learning (e.g., blended learning, social media, website, interactive whiteboards etc.);
- Participate beyond the teaching day by attending division or staff meetings, participating in extra-curricular, etc.;
- Maintain a complete practicum binder detailing school policies, code of conduct, safety procedures, classroom routines, etc.;
- Collaborate with school and community to support student wellness;
- Inquire into school priorities, strengths, areas of growth, initiatives etc. to support students, community and beyond.
Learning Outcome # 2
- Demonstrate a professional manner in keeping with the Ontario College of Teachers Standards of Practice and Ethical Standards of Practice (OCT Professional Standards).
The following provide some examples of how teacher candidates might demonstrate their acquisition of these understandings:
- Uphold the OCT Standards of Practice and Ethical Standards of Practice;
- Carefully review the OCT Professional Advisories;
- Create a self-assessment check list:
- Punctual Attendance (e.g. 30 minutes before the day begins),
- Appropriate professional attire,
- Professional manner,
- Development of co-learning professional relationships,
- Engagement in supporting student learning,
- Extra-curricular involvement.
- Interact respectfully with students and school faculty and staff, always maintaining confidentiality;
- Demonstrate care, trust, integrity and respect in all professional interactions;
- Maintain an equity mindset, using a non-judgmental approach in teacher, student and parent interactions;
- Participate in ongoing professional learning (attending workshops, grade level meetings, staff meetings, PD, conferences)
- Be aware of and adhere to school policies, practices, etc. with respect to dress, use of personal devices, etc.;
- Document your experiences of professional and personal learning in a portfolio.
Learning Outcome # 3
- Develop professional relationships with students, teachers, other teacher candidates, school staff, parents and others.
The following provide some examples of how teacher candidates might demonstrate their acquisition of these understandings:
- Engage in ongoing professional dialogue with mentors, other staff & TCs;
- Exhibit a positive attitude toward students, teachers, and others in the school community;
- Participate in co-curricular activities;
- Focus on professional communication.
Learning Outcome # 4
- Actively engage 100% of the day in the work of the school to support student learning.
The following provide some examples of how teacher candidates might demonstrate their acquisition of these understandings:
- Under the direction of the MT work with small, groups, individual students, special needs students;
- Co-plan and co-teach with the MT;
- Keep a daily professional journal in a practicum binder;
- Keep a learning log in a practicum binder;
- Ask pertinent questions about school programming;
- Observe other sections of the school and other classes.
Learning Outcome # 5
- Reflect on how the school structure (physical environment, committees, extra-curricular activities, etc.) impacts student learning.
The following provide some examples of how teacher candidates might demonstrate their acquisition of these understandings:
- Create a reflection log that includes
- Observations, thoughts, wonderings;
- Connections to/between theories of learning;
- Artifacts/evidence within the learning environment (bulletin boards, events, activities).
- Consider
- Cadence and flow that happens in a school;
- Transitions within and beyond the classroom;
- Inclusion, diversity, equity, sustainability and social justice.
Learners
Teacher Candidates will continue to actively engage with the work of the classroom while reflecting critically on links between theory and practice, observing the impact of policy, teaching and learning strategies and resources on learners and the school environment and investigating learning at the micro-level with individual or small groups of students.
Learning Outcome # 1
Teacher candidates will
- Reflect critically on the links between theory and practice in Ontario schools.
The following provide some examples of how teacher candidates might demonstrate their acquisition of these understandings:
- Highlight links between daily practice and theory through a professional journal or systematic anecdotal note-taking;
- Engage in open-ended inquiry, recording your insights with documented evidence for your portfolio.
Learning Outcome # 2
Teacher candidates will
- Investigate learning from a micro-level perspective in support of small group and/or individual student learning.
The following provide some examples of how teacher candidates might demonstrate their acquisition of these understandings:
- Create, implement and reflect upon learning engagements for individual or small groups of students;
- Make links to assignments and examples from relevant coursework;
- Engage in open-ended inquiry, recording your insights with documented evidence for your portfolio.
Learning Outcome # 3
Teacher candidates will
- Observe and reflect upon the impact of Ontario Ministry of Education policy and/or documentation on learners and the school’s learning environment (e.g. Safe Schools Act (2000), First Nation, Métis and Inuit Education Framework (2007), Growing Success: Assessment, Evaluation and Reporting in Ontario Schools (2010), Supporting Minds: An Educator’s Guide to Promoting Students’ Mental Health and Well-being (2013), and others).
The following provide some examples of how teacher candidates might demonstrate their acquisition of these understandings:
- Collect photos of "policy at work" in the school environment (bulletin boards, classroom anchor charts, etc.);
- Engage in open-ended inquiry, recording your insights with documented evidence for your portfolio.
Learning Outcome # 4
Teacher candidates will
- Observe and reflect on the impact of strategies and resources on learners (teacher talk, text books, technology, manipulatives, transitions, success criteria, timing, planning, assessment, etc.).
The following provide some examples of how teacher candidates might demonstrate their acquisition of these understandings:
- Collect samples or document lessons and/or classroom activities, reflecting on how these lessons or activities impact learners;
- Engage in open-ended inquiry, recording your insights with documented evidence for your portfolio.
Documentation of Learning
What documentation will be required for successful completion of the practicum?
- EDPR2000 Teacher Candidates (TC) will be responsible for conferencing with the Mentor Teacher (MT) throughout the semester to discuss progress relative to the Learning Outcomes, 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 the EDPR2000 experience, 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.
Reference:
Bogdan, R. & Biklen, S. (2003). Qualitative Research for Education: An introduction to Theories and Methods (4th ed.). New York: Pearson Education group.
