University of Lethbridge, Faculty of Education

FIELD EXPERIENCES

EXPECTATIONS BY PRACTICA

EDUC 2500 EDUC 3500 (PS I) EDUC 3600 (PS II) EDUC 457X (PS III)
Description
• Orientation to • General teaching skills • Subject major teaching • Introduction to first year
teaching teaching
Developmental Focus
• Assist teacher • Plan and teach lessons • Plan and teach organized • Engage in all teaching and
with learning and sequences of units of instruction teaching related activities
activities lessons • Demonstrate competence in • 1/2 time teaching assignment
• Evaluate student subject area • Long range, unit, and lesson
learning (lesson focus) • Evaluate student learning planning
(unit focus) • Long range assessment of
student learning
Course Background Concurrent to Practicum
• Seminars • Curriculum and • Curriculum and Instruction • Academic Study
• Pedagogy Instruction (generic) (in major area) o Seminar series on
• Ethics • Assessment and • Psychology of Exceptional educational issues
• Contexts of Learning Learners o Professional Inquiry Project
Education and • Language in Education • Social Context of Schooling o Growth plans
Teaching • Educational Psychology • Evaluation and Reporting • Professional Portfolio
• Professional • Teaching Seminar Development
Responsibilities • Communications
Technology

• Observe and assist • 5-week practicum • 6-week practicum • Approximately 1/2 time
• May engage in • 1/3 time assisting • 2/3 time teaching teaching assignment
minimal planning • 1/3 time teaching • 1/3 time assisting • Engage in all professional
under Teacher • 1/3 time observing/ • If appropriate, progress to school activities including
Associate planning 3-5 days of full time district/site-based professional
guidance • Written lesson plans for teaching development days and
all lessons taught • Written lesson and unit Teachers’ Convention
• May teach from plans plans, including assessment • All levels of planning
prepared with/by and evaluation components • Unit and long-range plans
Teacher Associate • Plan, conduct, and research prepared in advance of
• Plan for assessment and evaluation of pupil work internship
informal evaluation • Individual Professional Growth
Plan (aligned with school goals)
• Professional Inquiry Project
(PIP Symposium: voluntary)
• Complete the descriptive report
section of Final Report
Professional Portfolio Expectations
• Orientation to Begin to develop: Continue to develop: • Complete Professional Portfolio
Professional • Goals • Goals • Present to Teacher Mentor,
Portfolio • Personal and • Personal and professional Administrator and/or University
development professional attributes attributes and competencies Consultant
and competencies • Record of progress with (ideally in final Intern Teacher-
• Record of progress with evidence led conference)
evidence

Revised: September 2022

 University of Lethbridge, Faculty of Education
FIELD EXPERIENCES

Expectations by Practica continued …

EDUC 2500 EDUC 3500 (PS I) EDUC 3600 (PS II) EDUC 457X (PS III)
Teacher Associate/Teacher Mentor and Administrator Expectations
• Direction to • Observation of most • Observation of most lessons TEACHER MENTOR
EDUC 2500 lessons taught taught • Interact as knowledgeable,
student • On-going assessment and • On-going assessment and supportive, experienced colleague
• Communication coaching coaching and coach
with University • Supervision and written • Supervision and written • Actively monitor Intern Teacher
Consultant feedback of at least one feedback of at least one lesson based on classroom observations
• Evaluation of lesson daily daily • Complete the Teacher Mentor
EDUC 2500 • Final conference with • Final conference with section of Final Report
student University Consultant University Consultant
ADMINISTRATOR
• Final conference
with University • Supervision and classroom
observation consistent with
Consultant
transition to first year teaching
(based on the Teaching Quality
Standard)
Evaluation of Teaching Performance
• Self-evaluation • Self-evaluation and • Self-evaluation and reflective INTERN TEACHER
and reflective reflective practice practice • Self-evaluation using the Formative
practice • Collaborative process • Collaborative process Assessment form and Professional
• Mid-practicum including: including: Portfolio Development
Formative ~ Formative ~ Formative Assessment and • Contribute to Final Report (based
Assessment Assessment and Summative Report by on TQS).
(checklist) to be Summative Report by Teacher Associate and • Intern Teacher-led final conference
completed by Teacher Associate University Consultant
Teacher Associate TEACHER MENTOR
and University ~ Professional Portfolio
and the • Review goals set by Intern Teacher
Consultant development
EDUC 2500 • Provide feedback on Professional
~ Professional Portfolio
student Inquiry Project and Professional
development
• Summative Report Portfolio
completed by • Provide guidance based on
Teacher Associate classroom observation
in consultation • Contribute to Final Report (based
with University on TQS) and participate in final
Consultant conference
ADMINISTRATOR
• Contribute to Final Report (based
on TQS) and participate in final
conference
UNIVERSITY CONSULTANT
• Review goals set by Intern Teacher
• Provide feedback on Professional
Inquiry Project and Professional
Portfolio
• Provide guidance based on
classroom observation(s)
• Contribute to Final Report (based
on TQS) and participate in final
conference
• Assign grade of Pass or Fail

Revised: September 2022