Bachelor of Education (Elementary)
PROGRAM HANDBOOK
2014 - 2016
School of Education
900 McGill Road
Kamloops, BC V2C 0C8
August 2014
Dear B.Ed. Teacher Candidates:
It is our pleasure to welcome all Teacher Candidates entering the Bachelor of Education (Elementary) degree program
on behalf of the faculty. We are delighted to have you as part of the elementary teacher education program.
As TRU B.Ed. Teacher Candidates you bring to the program academic achievement, recent experience with elementary
school-age children, excellent letters of reference and well-written statements about your commitment to teaching in all
its aspects.
Foundational courses prepare beginning teachers for the context of Canadian schools (e.g. history of education and
theoretical frameworks of education). Numerous methodology courses cover subject area pedagogy and best practices
to be explored, examined, and used in practica settings throughout the two-year program. The B.Ed. program has four
practica experiences, offering Teacher Candidates the opportunity to teach in every semester. The focus of the
certification practicum (ten weeks in Year 2, Term 2) is on integrated units with a fine arts approach to instruction. This
is one of the features of our B.Ed. program that makes TRU’s program unique.
You will be challenged in this program—academically, socially, and perhaps in the very beliefs and values you hold.
You may be persuaded to discard some of your prior assumptions about teaching and learning. You may have to take
on new attitudes of reflectiveness and inquisitiveness, and be more cautious about the conclusions you draw. This is
part of creating the dispositions of effective teachers.
This Handbook provides a guide to each step of the two-year, four-semester program, its sequence of courses and
school experiences (practica). Teacher Candidates should read through these pages with the total program in mind. For
example, all of the recommendations and requirements for professional behaviour and deportment are expected of you
now, throughout the courses of study and in school settings. These standards of conduct are relevant throughout your
entire teaching career. As of this moment, you are entering the exciting and demanding life of the professional teacher.
We expect that you will reflect a professional attitude in everything you say and do.
We are all seriously and enthusiastically committed to carrying out the tasks associated with preparing a new
generation of teachers. Our goal is to help you become the best possible elementary school teachers—individuals who
can thoughtfully, courageously and effectively meet the diverse challenges of today’s world and prepare learners for the
future.
Please accept our best wishes as you take steps toward becoming a professional teacher.
Sincerely,
Patricia J. Neufeld, PhD, LCPC, NCC
Professor and Interim Dean
Faculty of Human, Social
& Educational Development
email: pneufeld@tru.ca
Phone: (250) 852-7006
Table of Contents
Major Features of the B.Ed. Program --------------------------------------------------------------------- 1
Compressed Courses for Intensive Delivery Format for 2014-15 Year ------------------------- 2
Scholarships and Awards ----------------------------------------------------------------------------------- 3
B.Ed. Program at a Glance ----------------------------------------------------------------------------------- 4
Year 1 Courses -------------------------------------------------------------------------------------------------- 5
Year 2 Courses -------------------------------------------------------------------------------------------------- 9
Frequently Asked Questions ----------------------------------------------------------------------------- 14
General Guidelines and Protocol for TRU B.Ed. Teacher Candidates ----------------------- 18
Attendance / Absenteeism ----------------------------------------------------------------------------------- 18
Rights, Responsibilities and Complaint Procedure ----------------------------------------------------- 20
Standards for the Education, Competence and Professional Conduct of Educators in BC------- 22
BCTF Teachers’ Code of Ethics --------------------------------------------------------------------------- 24
TRU B.Ed. Program Performance Standards and Competencies ------------------------------------ 25
Confidentiality of Student Information ------------------------------------------------------------------- 26
Protocol for TRU Teacher Candidates ------------------------------------------------------------------- 26
Teacher Candidate Performance Review ---------------------------------------------------------------- 26
Bachelor of Education Cohort Contacts: Responsibilities -------------------------------------------- 28
Writing and Speaking Well --------------------------------------------------------------------------------- 28
Academic Integrity ------------------------------------------------------------------------------------------- 28
Citations and Plagiarism Policy --------------------------------------------------------------------------- 29
Unit Planning Amongst Teacher Candidates – Practica Preparation ------------------------------- 29
General Information for TRU B.Ed. Teacher Candidates ---------------------------------------- 30
Liability and Insurance ------------------------------------------------------------------------------------- 30
Liability – Volunteers --------------------------------------------------------------------------------------- 30
Work Safe BC
(formerly Worker’s Compensation Board) http://www.worksafebc.com -------- 30
Student Accident Insurance -------------------------------------------------------------------------------- 30
TRU Students’ Union (TRUSU) --------------------------------------------------------------------------- 30
Field Trip Information -------------------------------------------------------------------------------------- 32
Practica Experiences ----------------------------------------------------------------------------------------- 33
Unit Planning Amongst Teacher Candidates – Practica Preparation ------------------------------- 34
Connection of Practica to Program Goals --------------------------------------------------------------- 34
Practica Placement Policy --------------------------------------------------------------------------------- 35
French Immersion Placements----------------------------------------------------------------------------- 36
Directed Study /International Practicum Experience -------------------------------------------------- 36
Educational Resources -------------------------------------------------------------------------------------- 36
Practica Course Outlines----------------------------------------------------------------------------------- 39
Practicum I (EDPR 3100) ---------------------------------------------------------------------------------- 39
Supplemental Practicum EDPR 3100--------------------------------------------------------------------- 41
Practicum II (EDPR 3200) --------------------------------------------------------------------------------- 41
Supplemental Practicum EDPR 3200--------------------------------------------------------------------- 44
Incomplete Practicum EDPR 3200 ------------------------------------------------------------------------ 44
Practicum III (EDPR 4100) -------------------------------------------------------------------------------- 45
The Observation Feedback Cycle (for Practicum III and IV) ----------------------------------------- 48
Supplemental Practicum EDPR 4100--------------------------------------------------------------------- 49
Incomplete Practicum EDPR 4100 ------------------------------------------------------------------------ 49
Practicum IV (EDPR 4200) -------------------------------------------------------------------------------- 50
Teaching Load Schedule ------------------------------------------------------------------------------------ 53
Practica Policy: Concerns with Performance --------------------------------------------------------- 63
Interim Report ------------------------------------------------------------------------------------------------ 63
Termination of Practicum ---------------------------------------------------------------------------------- 64
Failure of the Certification Practicum ------------------------------------------------------------------- 64
Supplemental Practicum EDPR 4200--------------------------------------------------------------------- 65
Withdrawal --------------------------------------------------------------------------------------------------- 66
Practicum Deferral ------------------------------------------------------------------------------------------ 66
Appeal Procedures ------------------------------------------------------------------------------------------ 68
Appendix: Bachelor of Education Forms ------------------------------------------------------------- 70
Major Features of the B.Ed. Program
A.
Pedagogical Studies
The teacher education program includes a combination of foundations and methods courses. Teaching
methods courses encompass both general and subject-specific studies. The TRU B.Ed. program pays special
attention to pre-service teachers’ interpersonal and communication skills: oral and written, verbal and nonverbal.
B.
School Experiences
Four school experiences (practica) are integrated into the two-year B.Ed. program. Each semester, Teacher
Candidates are placed in schools where theory and pedagogy learned in course work, and from the Teacher
Mentors, is put into practice. In order to give Teacher Candidates adequate opportunities to develop their
classroom abilities and to enhance their professional competence, the final practicum extends over ten
weeks. For the third and fourth practica, Teacher Candidates are placed in one of five school districts in the
Kamloops region. Teacher Candidates experience a range of school settings including rural, inner-city,
independent, First Nations, or multi-grade classrooms.
C.
Integration of Theory and Practice
The courses and practica are linked by consistent thematic threads that run across courses. All courses
attend to common themes that all teachers must address in the classroom; for example: diversity and
culture, varying teaching to meet special needs students, and using technology as an adjunct to teaching. In
addition, the faculty model collaborative teaching approaches as they prepare and teach courses together.
Also, theory and practice are integrated by including current teacher education literature and research
findings in course work and practica assignments.
D.
“The Arts Semester”
Fine and Performing Arts Focus for Year 2, Term 1 Courses and Practicum IV
Methods courses in Year 2, Term 1 of the B.Ed. program focus on the Arts. Strategies for teaching and
learning will include discrete elements and principles within each art area, as well as integration across arts
disciplines. Faculty in this Arts Semester will collaborate in various ways in the planning and teaching of
these courses, modeling collegiality for the Teacher Candidates.
E.
The Education Assistant and Community Support Program (EACS)
The EACS is a certificate program that is located in the School of Education. A main focus of this program is
to prepare students to work with individuals with exceptionalities in the school system. As Education
Assistants or First Nations Education Workers, this group works alongside, and under the direction of,
teachers. The relationship between these paraprofessionals and teachers can be critical to the success of a
student. As a Teacher Candidate, an understanding of the role and the contributions of an Education
Assistant will enhance your skills as a teacher.
Bachelor of Education (Elementary)
Program Handbook 2014-2016
1
Compressed Courses for Intensive Delivery Format for 2014-15 Year
FALL 2014 TIMETABLE
08:30
M
O
N
T
U
E
S
W
E
D
S
T
H
U
R
S
09:30
10:30
(SUBJECT TO CHANGE)
11:30
EDPE 3100, Baker
8:30-9:30, AE 366
9 :30-11 :20, Gym
12:30
13:30
1:30 pm
14:30
2:30 pm
EDTL 3100, AE 366, Rees
EDEF 3100, AE 366, Handford*
EDIE 3100, AE366, Walton**
EDMA 3100, AE 366, Fraser*
EDLL 3100, AE366, Ramirez **
EDCO 3100:
September 3, 8, 9, 10
McQueen Lake:
September 4, 5
EDPR 3100,
(Wednesdays, 7 full days)
Oct.15 to Nov 26
Regular Classes:
Sept 11 to Dec 3 (12 weeks)
EDEF 3100, AE366, Handford *
EDIE 3100, AE366, Walton**
EDMA 3100, AE 366, Fraser *
EDLL 3100, AE366, Ramirez**
NO CLASSES:
Monday, October 13
(Thanksgiving)
Tuesday, November 11
(Remembrance Day)
Exams:
Thursday, Friday & Saturday,
December 4, 5, 6
WINTER 2015 TIMETABLE
08:30
09:30
10:30
11:30
EDTL 3200, AE366,
Ruberg
T
U
E
S
12:30
(SUBJECT TO CHANGE)
13:30
1:30
pm
14:30
2:30
pm
15:30
3:30
pm
17:30
5:30
pm
** Jan 5 to Feb 13
*** Feb 23 to Apr 3
On Campus:
January 5 to April 2, 2015
EDSO 3200, AE366,
Powrie
EDSC 3200, AE 366,
Rees
TRU Reading Break:
February 16-20, 2015
Observation Days EDPR 3200
TBA
Practicum Dates:
EDPR 3200,
April 7 to 21, 2015 inclusive
(April 03: Good Friday;
April 06: Easter Monday;
April 20: SD #73 In-service Day)
EDEF 3200, AE
366, Handford**
NO CLASSES:
Monday, February 9, 2015
Friday, April 03, 2015
Monday, April 06, 2015
F
R
I
Bachelor of Education (Elementary)
16:30
4:30
pm
EDLL 3200, AE 366,
Ramirez**
EDMA 3200, AE366,
Fraser***
EDEF 3200, AE 366,
Handford**
EDLL 3200, AE 366,
W
Ramirez **
E
EDMA 3200, AE366,
D
Fraser ***
T
H
U
R
B.Ed. Orientation:
September 2, 10:00 -11:30am,
AE 366
Practicum Dates:
EDPR 3100 October / November
F
R
I
M
O
N
* Sept 11 to Oct 21
**Oct 23 to Dec 4
Call-Back Days:
April 22 and April 23, 2015
Program Handbook 2014-2016
2
Scholarships and Awards
Information about Scholarships and Awards available specifically to Bachelor of Education Students:
Anne & Henry Wyse Memorial Scholarship
Ken Lepin Prize of Excellence in Education
Bruce Roberts Bachelor of Education Award
Margaret H. King Memorial Scholarship
Dallaire Family Bursary
Neil MacRae Memorial Award
Ed & Gladys Eberlein Bursary
PEO Chapter AC Memorial Bursary
Elizabeth A. Owen Bursary
R. R. Smith Bursary in Education
Ferguson Family Bursary
Retired Teachers' Bursary
Jim Totten Scholarship
TRU Bachelor of Education Faculty Bursary
Kathryn McNaughton Scholarship
Recipients of the Jim Totten Scholarship, Kathryn McNaughton Scholarship, Ken Lepin Prize of Excellence
in Education and Bruce Roberts Award are chosen by Bachelor of Education Faculty. Thus, applicants who
meet the criteria for the Scholarship/Award are required to submit a letter to the Bachelor of Education
Program Coordinator, explaining why they should be considered for the award/scholarship. The letters are
to be submitted by September 15 of each school year.
For more information, please go to: http://www.tru.ca/finaid/awards.html
Bachelor of Education (Elementary)
Program Handbook 2014-2016
3
B.Ed. Program at a Glance
Sept.
Oct.
Nov.
Dec.
Jan.
Year 1 Fall Courses
Feb.
Mar.
Apr.
Year 1 Winter Courses
EDCO 3100
Communications I (2)*
EDMA 3100
Mathematics I (3)
EDLL 3200
Language & Literacy II (3)
EDS0 3200
Social Studies Methods (3)
EDIE 3100
Child Development & Teaching (3)
EDPE 3100
Physical Education Methods (3)
EDMA 3200
Mathematics II (3)
EDTL 3200
Teaching & Learning II (3)
EDEF 3100
History of Education (3)
EDTL 3100
Teaching and Learning I (3)
EDSC 3200
Science Methods (3)
EDEF 3200
Theoretical Frameworks of
Education (3)
EDLL 3100
Language and Literacy I (3)
*( ) the number of credits
per course.
Practicum I EDPR 3100 (1)
7 Wednesdays (Full Days)
* Field trip to Henry Grube
* Teacher Candidates in pairs in local schools
* Language Arts focus
Sept.
Oct.
Nov.
Practicum II EDPR 3200 (2)
Last 2 weeks of semester
* Teacher Candidates in pairs in local schools
* Math/Science/Social Studies focus
Dec.
Jan.
Year 2 Fall Courses
EDVP 4110
Music (2)
EDIE 4100
Special Education (3)
EDVP 4120
Visual Arts (2)
EDTL 4100
Teaching & Learning III (3)
EDSL 4200
Second Language with Focus on
French (2)
EDEF 4200
School Organization (1)
Apr.
EDCO 4200
Communications II (1)
*Elective (3)
EDFN 4200
Aboriginal Teaching
and Learning (3)
Practicum III EDPR 4100 (3)
First 3 weeks of school
Practicum IV EDPR 4200 (5)
First 10 weeks of school beginning in January
* 5 districts participating
* Focus on classroom management – setting the tone
Sept.
Mar.
Year 2 Winter Courses
EDHC 4100
Health & Career Education (2)
EDVP 4100
Drama (2)
Feb.
Oct.
Nov.
* 5 districts participating
* Teacher Candidate has same Teacher Mentor as
Practicum III
* Focus on New B.C. Curriculum
Dec.
Jan.
Feb.
Mar.
Apr.
Electives: (These courses will vary from year to year.)
EDLL 4150
EDIT 4150
EDPE 4150
EDSC 4150
Children's Literature
Information Technology
Advanced Physical Education: Instruction
Environmental Education
EDSC 4160
EDEF 4150
EDEF 4160
EDIE 4150
Problem Solving in Science & Mathematic
Social Foundation of Education: Gender and Education
Education in Rural or Small Schools in British Columbia
Special Education - Specific Learning Disabilities
* Students may apply to the Bachelor of Education Coordinator to request consideration of taking an elective (3 credits) from any
300 or 400 level Early Childhood Education Courses, or an upper level course associated with Education.
Bachelor of Education (Elementary)
Program Handbook 2014-2016
4
Year 1 Courses
September – December: Year 1, Term 1 (Fall Semester)
McQueen Lake Orientation (2 days at start of Year 1, Term 1)
McQueen Lake is the environmental education centre operated by the Kamloops/Thompson School District
(SD#73). A two-day retreat for Teacher Candidates serves as an orientation to the McQueen Lake facility,
provides opportunities for Teacher Candidates to get to know one another and the B.Ed. faculty, and to ask
questions about the two years ahead. Teacher Candidates work individually and in teams while
participating in science projects, physical activities/games, art, and outdoor education experiences. Since
the inception of the TRU B.Ed. program, the McQueen Lake retreat has been a tradition. Teacher Candidates
have found it to be a fun and informative introduction to the program. Prerequisite: Admission to the
TRU Bachelor of Education program.
EDCO 3100 – Communications I (2 credits)
This course is designed to provide teacher candidates with an opportunity to develop skills for effective
communication with students, parents, colleagues, and other school-related persons. This course includes a
“retreat” at McQueen Lake, the environmental education centre operated by the Kamloops/Thompson
School district. Teacher candidates learn effective communication skills, including an introduction to
conflict resolution and teaching social skills, through role-playing and discussion. Science exploration (e.g.,
Project Wild group activities) and physical activity (e.g., nature walks) are integral parts of learning about
effective communication. Prerequisite: Admission to the TRU Bachelor of Education program.
EDIE 3100 – Child Development and Teaching (3 credits)
This course presents an overview of child development as it relates to teaching. The course begins with a
survey of the main models and theories of child development and considers relevant implications for
teaching. Teacher candidates review research that examines child development and teaching, especially
research that reviews effective teaching practice with children who are at different developmental levels,
and children from diverse cultural backgrounds. Prerequisite: Admission to the TRU Bachelor of
Education program.
EDEF 3100 – History of Education (3 credits)
This foundations course focusses on the complex dynamics between school and society. Teacher candidates
examine the relationship between schools and society over time, gaining insight into individuals and groups
that determine what kinds of schools should exist and what should happen to them. Issues of gender, race,
sexuality, ethnicity, religion, social class, and location inform and enlighten investigations. Readings,
lectures, presentations, discussion, group work, review of television, film and video materials and guest
speakers will inform the learning. Prerequisite: Admission to TRU Bachelor of Education program.
EDLL 3100 – Language and Literacy I (3 credits)
This course introduces key concepts related to language and literacy learning and teaching in the elementary
language arts classroom and across the curriculum. Its main objective is to give students an overview of the
knowledge required to make sound curriculum decisions to implement an effective language and literacy
program. It is the first component of two interdependent courses that focus on methods to teach language
and literacy in elementary school. The emphasis is on the reading process, the skills central to reading
acquisition and reading achievement, individual differences in reading development, and effective reading
instruction methods. The course is linked with the initial school practicum. Prerequisite: Admission to the
TRU Bachelor of Education program.
Bachelor of Education (Elementary)
Program Handbook 2014-2016
5
EDMA 3100 – Mathematics I (3 credits)
This course provides Teacher Candidates with the basic understanding of teaching mathematics in the
elementary schools. Topics in the course provide methods in teaching problem solving, numeracy, the use
of manipulatives, early number sense, patterns, assessment and operations with numbers. The use of
literature and games in a math program are also examined. This course also includes a comprehensive
study of the British Columbia mathematics curriculum. A variety of resources are provided to the Teacher
Candidates to experience the methods used to provide a rich elementary mathematics program.
Prerequisite: Admission to the TRU Bachelor of Education program.
EDPE 3100 – Physical Education Methods (3 credits)
This course provides a foundation of principles, learning opportunities and teaching, and critical thinking
strategies in Physical Education that can be applied to whole classrooms of elementary students. Emphasis
is on applying the various concepts of the five movement categories (games, dance, gymnastics, alternateenvironment activities, and individual and dual activities) when planning to teach Physical Education.
Teacher candidates participate in classroom, gymnasium, and outdoor activities that provide tangible links
with scheduled practica and encourage putting theory into practice.
Prerequisite: Admission to the
TRU Bachelor of Education program.
EDTL 3100 – Teaching and Learning I (3 credits)
Teacher Candidates are introduced to preparing lesson plans and learning about curriculum, assessment,
teaching models and strategies, and classroom and organizational management. The role of teacher as a
professional is explored. Other courses are inter-connected to prepare teacher candidates for the first
practica and to deepen learning. Teacher candidates prepare lesson plans for teaching and implement
teaching practices learned within the course during the practica. Prerequisite: Admission to the TRU
Bachelor of Education program.
EDPR 3100 – Practicum I (44 hours) (1 credit)
This is the first of four organized school practica experiences, consisting of seven full days in schools within
the Kamloops area. The purpose of this course is to provide teacher candidates with an orientation to
elementary schools and the opportunity to link their on-campus courses with teaching experiences in the
classroom. Teacher candidates are placed in pairs in classrooms where they have the opportunity to observe
classroom procedures and teach four language arts lessons. Teacher candidates also complete journal
reflections and have the opportunity to observe in a variety of school settings. Faculty Mentors from the
university support each teacher candidate throughout the practicum. Prerequisites: Admission to the
TRU Bachelor of Education program and successful completion of a criminal record check.
Bachelor of Education (Elementary)
Program Handbook 2014-2016
6
January – April: Year 1, Term 2 (Winter Semester)
EDLL 3200 – Language and Literacy II (3 credits)
This course continues the study of the elementary language arts curriculum and teaches both theory and
practical knowledge required to implement a language arts program. The emphasis in the winter term is on
writing in relationship to the other language modes and across the curriculum. It examines the skills
children in elementary school need to be successful writers, effective ways of promoting the development of
these skills, and effective writing assessment techniques. Class members are expected to engage in all
aspects of the writing process. Prerequisite: Successful completion of Year 1, Term 1.
EDMA 3200 – Mathematics II (3 credits)
This course builds on EDMA 3100, the Mathematics I course from Year 1, Fall Semester. The course
introduces topics which include place value, geometric thinking, spatial sense, measurement, statistics and
probability and assessment. The course is linked to the 2-week practicum (EDPR 3200) that Teacher
Candidates take in the same semester, so teacher candidates have the opportunity to apply the methods that
they have studied. Prerequisite: Successful completion of Year 1, Term 1.
EDSC 3200 – Curriculum and Instruction: Elementary Science (3 credits)
Teacher candidates are introduced to current principles and strategies applied to teaching science in
elementary schools from Kindergarten to Grade 7. The three content strands of the B.C. Science curriculum,
Life, Physical Earth, and Space Science, provide the base for exploring scientific content together with the
processes of science (the fourth strand) and in terms of how children learn science effectively. Weekly
classes include hands-on labs, presentations, website explorations, article reviews, current events, and field
trips. This course and its assignments are designed to give teacher candidates the opportunity to explore the
nature of science and create effective science learning opportunities for children. Prerequisite: Successful
completion of Year 1, Term 1.
EDSO 3200 – Curriculum and Instruction: Social Studies (3 credits)
The overarching purpose of this course is to introduce various rationales, goals, and strands needed to
develop a coherent social studies program. Social Studies is presented as a dynamic, multi-disciplinary
curriculum for creating informed, adaptable, responsive, and responsible educated citizens. Approaches
and strategies are explored that focus on developing an understanding of the various Social Studies
disciplines and the characteristics and evolution of the interrelated global systems, as well as promoting
critical thinking, social responsibility, and a global perspective. The course is linked to the 2-week practicum
that teacher candidates take in the same semester (EDPR 3200), so teacher candidates have the opportunity
to teach social studies lessons they have developed. Prerequisite: Successful completion of Year 1, Term 1.
EDTL 3200 – Teaching and Learning II (3 credits)
Teacher Candidates are introduced to unit planning and assessment. Other courses are inter-connected to
prepare teacher candidates for the second practica and to deepen understanding of effective unit planning
and assessment. Teacher candidates explore how to address diversity in the classroom. Prerequisite:
Successful completion of Year 1, Term 1.
Bachelor of Education (Elementary)
Program Handbook 2014-2016
7
EDEF 3200 – Theoretical Frameworks of Education (3 credits)
This foundations course further develops the concepts explored in the History of Education, encouraging
teacher candidates to examine their educational beliefs and practices while deepening their insights and
understanding of the social context of schooling. Teacher candidates learn the language and concepts of
education, while developing the ability to reflect critically on its central ideas and alternate frameworks, and
refining their communication as professionals. Teacher candidates engage in discussions of contemporary
and educational issues, including topics such as what it means to be a professional and schooling in the 21 st
century. Readings, lectures, presentations, discussion, group work, review of television, film, and video
materials and guest speakers will inform the learning. Prerequisite: Successful completion of Year 1,
Term 1.
EDPR 3200 – Practicum II (2 credits)
This two-week (10 school days) practicum occurs in the final two weeks of Year 1, Term 2. Teacher
candidates are placed in pairs in a school within the Kamloops area. The teaching and learning foci for this
practicum is on mathematics, science, and social studies, although not exclusively. Teacher candidates
complete journal reflections and have the opportunity to observe in a variety of classroom settings.
Following the practicum, teacher candidates attend two call-back days on campus which include an
opportunity to debrief the practicum, hear from guest presenters, and receive important information for the
next practicum. Faculty Mentors from the university support each teacher candidate throughout the
practicum. Prerequisite: Successful completion of Year 1, Term 1.
Teacher
Candidates
in
Action
Bachelor of Education (Elementary)
Program Handbook 2014-2016
8
Year 2 Courses
September – December: Year 2, Term 1 (Fall – “The Arts Semester")
EDPR 4100 – Practicum III (90 hours) (3 credits)
At the beginning of Year 2, Term 3, teacher candidates undertake the three-week practicum (90 hour) EDPR
4100, which serves as an orientation for the teacher candidates and the teacher mentor. Normally, the
teacher candidates and teacher mentors in this practicum are paired for the 10-week extended EDPR 4200
(Practicum IV) in Year 2, Term 4. Teacher candidates are involved in observational and instructional
activities related to the “September Start-up” of classrooms in elementary schools throughout interior school
districts including: Cariboo-Chilcotin S.D. #27, Okanagan-Similkameen S.D. #53, Nicola-Similkameen S.D.
#58, Kamloops/Thompson S.D. #73, and North Okanagan-Shuswap S.D. #83. It is common for schools to
undergo classroom reorganization in the first three weeks of school and teacher candidates need to learn
how to deal with this reality, recognizing that each teacher candidate’s experience varies. Prerequisite:
Successful completion of Year 1.
EDHC 4100 – Health & Career Education (2 credits)
This course enables the participants to help elementary students acquire the knowledge, skills, and attitudes
that help them to make good personal decisions and manage their lives more effectively. The course focuses
on the emotional and social development of students from Kindergarten to Grade 7. Prerequisite:
Successful completion of Year 1.
EDIE 4100 – Special Education (3 credits)
This course is designed to introduce teacher candidates to the area of teaching children with special needs
within the regular classroom. The course begins with a consideration of the historical perspective on
teaching children with special needs and includes information on relevant provincial legislation. Course
topics include designing individual education plans and effective methods for teaching children with
special needs in school settings. Prerequisite: Successful completion of Year 1.
EDTL 4100 – Teaching and Learning III (3 credits)
Teacher candidates explore how to incorporate effective teaching skills and practices across curricular areas.
They design an integrated unit to be implemented in the final practicum EDPR 4200 in Year 2, Winter
Semester. Prerequisite: Successful completion of Year 1.
EDSL 4200 – Second Language with Focus on French (2 credits)
This course promotes the communicative approach to teaching a second language to elementary students.
The major emphasis of this course is the development of a proficiency-based language program focusing on
listening, speaking, reading, and writing skills. Topics include: culture, theory, technology, resource
evaluation, planning and teaching lessons, differentiation, and assessment. Teacher candidates interested in
teaching other languages are encouraged to adapt strategies and assignments to their target language.
Prerequisite: Successful completion of Year 1 or permission of the instructor and program coordinator.
Bachelor of Education (Elementary)
Program Handbook 2014-2016
9
EDFN 4200 – Aboriginal Teaching and Learning (3 credits)
The course begins with an overview of the historical background of First Nations education in Canada and
British Columbia. Teacher candidates examine various aspects of First Nations content in current
curriculum and appropriate roles for non-First Nations teachers in curriculum development projects. The
majority of the course emphasizes effective teaching and counseling practices for First Nations children,
including developing relationships with parents and extended family members. The class format is
presentation and discussion based on articles and videos provided by faculty, presentations from other First
Nations educators, and from student research and experience.
Prerequisite: Successful completion of
all Year 1 courses, Year 2, Term 1 courses and EDPR 4200 Practicum
EDVP 4100 – Drama (2 credits)
Teacher Candidates are introduced to the theory and practice of drama in the elementary classroom. Focus
is on experiencing various drama forms and conventions, analyzing them as ways of learning, and applying
them to specific curricular and classroom needs. Prerequisite: Successful completion of Year 1.
EDVP 4110 – Music (2 credits)
This is an introductory course in music education designed to give teacher candidates a basis for teaching
music in elementary classroom settings. The understanding of musical concepts and the demonstration of
skills is fostered through singing, listening and appreciating, playing instruments, creative expression, and
critical reading of the music education literature. Prerequisite: Successful completion of Year 1.
EDVP 4120 – Visual Arts (2 credits)
This course is designed to facilitate the fundamental experience and understanding of the role, value, and
issues in art education. Lessons are concerned with basic concepts related to children's artistic production,
perceiving and responding to art, and the teacher's planning for art instruction. Studio activities are
interactive and meant to develop strategies and confidence for Teacher Candidates to deliver and introduce
selected art materials and techniques appropriate to facilitate positive art learning for elementary aged
students. Prerequisite: Successful completion of Year 1.
Overview of Teaching the Arts
In Year 2, Term 2, during the ten-week practicum (EDPR 4200-Practicum IV), Teacher Candidates are
expected to design and implement units in all curricula areas. In earlier practica, foci have been Language
Arts, Mathematics, Science and Social Studies (the methods courses for semesters 1 and 2, Year 1). For
Practicum III (EDPR 4100), the focus is on classroom management and relationship building for “September
Start Up”. In Practicum IV (the certification practicum), the foci includes the integration of appropriate
aspects of all course work over the program. As well, the arts will be infused into as much of the
curriculum as possible. Thought should be given to the strengths an arts-based perspective brings to
teaching and learning.
1.
The holistic engagement of students through multiple perspectives and modalities that address
their diverse learning styles – print (prose, poetry, scripts, narrative, etc.); image (painting,
sculpture, video, drawing, etc.); dance; music; and/or drama. As well, assessment and evaluation
should be flexible and specific to the subject, assignment and student group and might include
portfolio, performance, projects, and exhibitions in addition to oral presentation, paper/pencil
quizzes and tests.
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Program Handbook 2014-2016
10
2.
The use of imagination and creative thinking as fundamental to learning and teaching.
3.
The arts as a basic tool for aesthetic development, socio-cultural sensitivity and personal awareness.
4.
Integral to an arts perspective is ongoing reflection, which is a continuous, essential strand of the
Bachelor of Education Program.
5.
Recent educational and scientific research has indicated a positive correlation between learning in
the arts and increased achievement in other core subjects.
January – April: Year 2, Term 2 (Winter Semester)
EDPR 4200 – Practicum IV (300 hours) (5 credits)
During Term 2 of Year 2, teacher candidates undertake a 10-week (300 hour) practicum that serves as the
major school experience. Normally, teacher candidates return to the same placement as they had in EDPR
4100, the three-week practicum in Year 2, Term 1. Teacher candidates gradually increase their teaching load
and sustain a minimum 80% load for five consecutive weeks. Upon successful completion of EDPR 4200,
teacher candidates are able to apply for Teacher Certification in British Columbia. Prerequisite: Successful
completion of Year 1 and Year 2, Term 1.
EDEF 4200 – School Organization (1 credit)
Teacher candidates examine the construct of a number of organizations that affect their working lives as
teachers. They develop a perspective about issues in education in British Columbia that results in the
expression of their own personal philosophy of teaching. Class sessions consist of presentations/lectures
followed by a discussion/question and response period. Presentations are made by representatives from a
number of stakeholder groups, including the Kamloops Thompson Teachers’ Association, School District
#73 (Kamloops/Thompson) senior administration, and the Teacher Regulation Branch for the British
Columbia Ministry of Education. Teacher candidates are guided in the preparation of resumes and
interview techniques. Prerequisite: Successful completion of all Year 1 courses, Year 2, Term 1 courses
and the EDPR 4200 Practicum
EDCO 4200 – Communications II (1 credit)
This course acts as a capstone to the B.Ed. program by providing an opportunity for teacher candidates to
reflect on their knowledge, skills, and understandings in theory and practice developed over the two-year
B.Ed. program. Teacher candidates are guided in the completion of professional portfolios that are
presented to a panel of faculty members. Prerequisite: Successful completion of all Year 1 courses, Year 2,
Term 1 courses and EDPR 4200 Practicum
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One (1) elective will be selected from the following courses. This will vary from year to year.
EDLL 4150 – Children’s Literature (3 credits)
This course introduces students to the sources of children’s literature and its major genres, including
traditional literature, fantasy, realistic and historical fiction, poetry, and information books. This course is
geared towards teaching children. Children’s reading needs and interests, and current issues and trends will
be examined. Teacher candidates explore strategies for involving children with literature across the
elementary curriculum. Prerequisites: 3rd or 4th year university students who have experience teaching
children, or the permission of the instructor and Program Coordinator
EDIT 4150 – Information Technology (3 credits)
This course provides teachers with information about how to use 21st century technology across the
curriculum. Teacher candidates are introduced to how the skillful integration of 21st century technologies
can enable more equitable learning opportunities for all and how digital technologies, access to information,
globalization, and equity are changing the world. Participants learn how to critically evaluate the
pedagogical benefits of various educational technology tools in the classroom setting. Prerequisites: 3rd or
4th year university students who have experience teaching children, or the permission of the instructor
and Program Coordinator
EDPE 4150 – Advanced Physical Education: Instruction (3 credits)
The course provides opportunities for teacher candidates who have completed EDPE 3100 to extend the
skills and knowledge gained through previous course work and during practica, and to further develop the
ability to teach Physical Education. Opportunities are also provided for teacher candidates to reinforce
previous learning and to develop greater skill in teaching activities from the five movement categories.
Prerequisites: EDPE 3100 or the permission of the instructor.
EDSC 4150 – Environmental Education (3 credits)
The purpose of this course is to examine aspects of environmental education appropriate for K – 7 students.
Through the concept of Active Living and use of the outdoors as the principal “classroom”, the elements of
living/lifestyles in various subject areas are addressed. The course also emphasizes teaching students how to
make informed decisions and take constructive actions regarding the earth and its inhabitants. Field trips
involving activities suitable for elementary-aged students are an integral part of this course.
Prerequisites: Introductory environmental science courses and basic knowledge of outdoor education
(physical education or environmental science). 3rd or 4th year university students who have experience
teaching children or the permission of the instructor and Program Coordinator.
EDSC 4160 – Problem Solving in Science and Mathematics (3 credits)
Science and mathematics learning is recognized as more than a collection of isolated skills and concepts to
be mastered. Rather, science and mathematics promote experiences where teacher candidates actively
participate in the learning and doing of these subjects. Hence, problem solving is central to and permeates
all aspects of science and mathematics. To become effective problem solvers and problem posers, children
require experiences with various types of problems arising from a variety of real situations. A problemposing framework is used to explore ways in which teacher candidates can provide opportunities to assist
children to reason systematically and carefully, and to develop their understanding of science and
mathematics. Prerequisites: 3rd and 4th year university students who have experience teaching children
or the permission of the instructor and Program Coordinator
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EDEF 4150 – Social Foundation of Education: Gender and Education (3 credits)
This course explores the ways in which feminist theories have prompted a rethinking of educational
practice and research, with a focus on schooling. It examines the gendered experiences of people in
educational organizations as students, teachers, and administrators. Differences by age, race/ethnicity, social
class, religion, and sexual orientation are discussed.
Prerequisites: 3rd or 4th year university students
who have experience teaching children or the permission of the instructor and Program Coordinator.
EDIE 4150 – Special Education: Specific Learning Disabilities (3 credits)
The purpose of this course is to introduce teacher candidates to the controversial field of specific learning
disabilities (LD). The course begins with a historical perspective on learning disabilities and an overview of
relevant theoretical frameworks and models of learning disabilities. Participants examine current legislation
in British Columbia and its relationship to the school district, school, and classroom levels. Two key topics
include (a) screening, assessment, and identification practices, and (b) intervention strategies and how they
affect classroom practice. Prerequisites: Successful completion of Year 1, or permission of the instructor
and the Program Coordinator.
EDEF 4160 –Education in Rural or Small Schools in British Columbia (3 credits)
Rural and small schools are a dominant feature in our province's educational history, but have generally
been lost sight of in today's educational vision. However, 15% of the province's school children attend
rural/small schools. Many of these schools are so remote and isolated that there is no road access. Some of
these schools have less than 10 students spread across many grades. This course examines the rural/small
school in terms of the communities they serve, with particular attention to the teacher's role in the school
and community. Prerequisite: Successful completion of Year 1 in the B.Ed. program
* Students may count as an elective one (1) course (3 credits) from any 300 or 400 level Early Childhood
Education Courses, or any other upper level course approved by the Bachelor of Education Coordinator.
Teacher Candidates
in Action
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Frequently Asked Questions
How do I know whether I have been registered in the required courses for the program in which I am
enrolled?
The Bachelor of Education program enrolls Teacher Candidates in courses and practica for the fall and
winter semesters of Year 1. After notification of successful completion of all academic prerequisites and
Year 1 courses and practica, Teacher Candidates will be informed by program staff on how registration will
occur for Year 2. In the late Fall/early Winter of Year 1, Teacher Candidates will be asked to rank, in order
of preference, three or four possible electives for the following year. The Timetable Committee will look at
results and name the elective that will be offered in the Winter Session of Year 2.
May I register for additional courses while I am in the Bachelor of Education Program?
The Bachelor of Education program is an intensive, full-time program. Therefore, Teacher Candidates are
advised not to add courses to their prescribed B.Ed. courses in any term of the program.
Do I need to complete course work in one term before proceeding to the next?
Teacher Candidates are required to pass all courses and practica prescribed for a term or terms before
proceeding to the next term. Similarly, Teacher Candidates must successfully complete Year 1 program
requirements before advancing to Year 2 of the program.
What happens if I do not demonstrate oral and or written English language competency after I am
admitted to the program?
All Teacher Candidates in the TRU B.Ed. program are expected to demonstrate high standards in all aspects
of written and spoken English. Teacher Candidates who do not demonstrate an acceptable standard of
English during the program may be required to take a written or oral English language test. On the basis of
the results of the test, Teacher Candidates may be required either to improve their standard of written or
oral English before proceeding to the certification practicum, or, before being recommended for the B.Ed.
degree and a teaching certificate, to withdraw from the B.Ed. Program.
How long do I have to complete the program?
The Teacher Education program must be completed in its entirety within a four-year period. Teacher
Candidates who do not complete the program within this time limit may submit a new application. If they
are readmitted, they may not receive advance credit for courses completed previously.
Where will I be placed for the certification practicum?
As mentioned in the TRU Calendar, 50% of placements are in the Kamloops/Thompson School District (#73)
for the EDPR 4100 and 4200 practica, and 50% are in the following neighbouring districts: Cariboo-Chilcotin
(SD#27), Okanagan-Similkameen (SD#53), Nicola Similkameen (SD#58), and North Okanagan-Shuswap
(SD#83).* Although we attempt to place Teacher Candidates in their preferred areas, please note that
Teacher Candidates must be prepared to accept a school placement wherever one is available within
these regions, and they are responsible for the costs of transportation and accommodation during the
practica. Placements are determined by a lottery system.
*These are the only school districts where we have certification practicum placements.
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What constitutes a conflict of interest for practica placements in schools or communities where people
know me?
Teacher Candidates will not be placed in schools or communities where relationships exist with school
district personnel, school administrators, teachers, students or their parents/guardians. It is the intent of the
TRU School of Education to prevent personal biases from entering into professional relationships,
particularly where assessment and evaluation of a Teacher Candidate’s performance is involved.
What if I have special circumstances that need to be considered in my practicum placement?
Special circumstances include a disability, a serious medical condition, single parenthood or pre-school
children. If special circumstances apply, complete the "Special Circumstances" form available from the
Practica Coordinator. A committee reviews all requests and Teacher Candidates will be informed of the
committee’s decision shortly thereafter. The Special Circumstances Committee does not consider
applications for financial hardship.
What if I wish to be placed in a French Immersion classroom for the certification practicum?
Qualified Teacher Candidates have the option of second year practica placements in French Immersion
classrooms. To qualify, Teacher Candidates must be bilingual and complete a French competency test in the
fall semester of Year 1. The French language assessment includes both an oral and written component and is
free of charge.
What if a labour dispute occurs during the practicum?
When a labour dispute affects the staff of the school where you are placed, no instruction or extracurricular
activities or other duties should be undertaken that are not performed by your Teacher Mentor. Nor should
you become involved in any labour dispute(s) between the school districts, teachers’ associations, or
support staff. Where questions arise, you should contact your Faculty Mentor.
Teacher Candidates are reminded that they are guests in practicum schools and need to observe the
procedures agreed to by the staff in their schools.
In the event of a labour dispute, please make sure you:
Observe days and hours of work established by the Teacher Mentor. Teacher Candidates are not members
of the BCTF and should not participate in or cross picket lines, if established. Do not engage in discussion
of the issues arising from the conflict, with students or members of the public, in or around the school.
Should I work part-time during the practica?
Due to the demands of practica, Teacher Candidates are advised not to work at a part-time job during any
practicum.
Can I be a teacher-on-call during the certification practicum?
Teacher Candidates may not be a teacher-on-call, nor can they accept payment for work in the school. In the
event that a Teacher Mentor is absent, it is expected that a teacher-on-call or an appropriate replacement
appointed by the principal will assume responsibility for the children in the classroom.
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Am I expected to teach ESL during the certification practicum?
Teacher Candidates will teach ESL during the certification practicum if this constitutes part of the Teacher
Mentor’s assignment.
Am I expected to be responsible for students with special needs?
Teacher Candidates will teach students with special needs during the certification practicum if this
constitutes part of the Teacher Mentor’s assignment. Teacher Candidates should be aware that all
classrooms contain children with a wide range of abilities.
Should I arrange job interviews during the practicum or during class time?
Teacher Candidates will not be granted permission to be absent during the practicum or during class time in
order to attend a job interview. Such interviews should be scheduled for weekends or during after school
hours, with the possible exception of scheduled on campus interviews.
What essentials do I need to complete prior to graduation?
1)
2)
Solicit positive references (3 phone references; 3 reference letters)
Apply to TRB – Administrative fee approximately $250
3)
4)
Collect Professional Portfolio Artifacts (pictures, copies of student work, assessments you created,
units and lesson plans, practicum reports, certificates, keep track of professional development, videos,
documentation related to any other unique experiences)
Cover Letter
5)
Resume
6)
Portfolio or E-portfolio (using password protected program such as Wiki)
7)
One page Teaching Philosophy
8)
Annotated Bibliography (ten of the best teaching resources)
9)
Apply to ‘Make a Future’ website for school district positions, including SD73
10) Join Linked-In
11) Get a professional head shot for portfolio (your friend can take it)
12) Apply for TRU graduation
How is the Bachelor of Education degree awarded?
Once final grades are available, the B.Ed. Coordinator forwards a list of those who are eligible to graduate to
the Registrar’s Office. Invitations to convocate are sent to those students (if their fees have been paid in full).
Teacher Candidates must still complete the on-line Graduation and Convocation Application form before
the deadline at https://kamino.tru.ca/convocation/graduation_application.html. For further information, go
to http://www.tru.ca/convocation.html. Teacher Candidates will receive their degree at the Convocation
ceremonies or credentials will be sent by mail if the Teacher Candidate is unable to attend Convocation.
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How do I obtain my professional certificate?
The B.Ed. Coordinator arranges for official TRU transcripts of those Teacher Candidates who have
successfully completed all B.Ed. degree requirements to be sent to the BC Ministry of Education Teacher
Regulation Branch with a recommendation for professional certification. It is the Teacher Candidate’s
responsibility to then complete and forward the application for Teacher’s Certificate of Qualification,
$245.00 application fee, declaration of Professional Commitment, Criminal Record Check consent form and
payment, two (2) character reference forms, and verified copies of identification documents to the BC
Ministry of Education Teacher Regulation Branch. For more detailed information please see:
http://www.bcteacherregulation.ca/Teacher/AppPackageFromBC.aspx
You will need to complete an application for assignment of your salary category by contacting the Teacher
Qualification Service (TQS) (www.tqs.bc.ca) The B.Ed. Coordinator arranges for official TRU transcripts to
be sent to the Teacher Qualification Service (TQS) on your behalf (at no charge).
Who has access to my records?
All information in Teacher Candidate files is considered confidential. Records are copied only when a
Teacher Candidate appeals a decision concerning her or his practicum experiences, and the documents on
file are germane to a committee's consideration of the appeal. Copied documents are provided to those
directly involved in the appeal (e.g., the Teacher Candidate, appeal committee members, witnesses, affected
faculty). Once the appeal procedures have concluded, the copies are collected and destroyed. Teacher
Candidates may request copies of any information in their file. TRU student records are not forwarded to
potential employers. Teacher Candidates are expected to retain their own copies of practicum reports for
the purpose of preparing applications for teaching positions.
How long are my records kept on file?
Upon completion of the B.Ed. program, student records are retained for a period of one year.
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General Guidelines and Protocol for TRU B.Ed. Teacher Candidates
Attendance / Absenteeism
What happens if I am absent for a class or seminar?
TRU recognizes the importance of Teacher Candidates’ attendance and participation to succeed in courses
and programs of study. Please see ED-3-1 Student Attendance at http://www.tru.ca/policy/education for the
latest policy and regulations. All instructors in the B.Ed. program keep attendance. Absences exceeding
10% of classes, seminars, or practica, will be documented. A Teacher Candidate may, on recommendation
of the instructor, and with the approval of the B.Ed. Coordinator and the Dean or Chair, be withdrawn from
a course or the B.Ed. program.
Teacher Candidates who must be absent are required to notify their instructor before class, except in the
event of sudden illness or unforeseen events. In addition, the Teacher Candidate will initiate a discussion
with the instructor, as soon as possible, regarding ways to minimize the effect of the absence, and to keep
the instructor informed – thus modeling a respectful, professional approach.
Teacher Candidates who experience serious illness or personal circumstances that will result in prolonged
absences from several classes must inform their instructor(s) and the B.Ed. Coordinator, as soon as possible.
A medical certificate may be required and students will need to make up classes or content.
Can I be absent to attend teacher conferences and workshops?
There are numerous opportunities every year for continued professional development for pre-service
teachers and other educators. Given the intensity of B. Ed program, it would be impossible to either require
Teacher Candidates to attend these events or to cancel classes to enable participation.
Rather, the B. Ed faculty will consider applications from Teacher Candidates (TCs) to attend regional or
local events. The process to apply is as follows:
The B. Ed. Coordinator will inform students and faculty of upcoming professional development events that
would be appropriate for Year 2 Teacher Candidates. Alternatively, Teacher Candidates could approach the
B.Ed. Coordinator with their requests.
1.
Interested TCs will submit a one paragraph application indicating a) the reason(s) for attending the
conference, and b) how they will share their new learning with their peers.
2.
The B.Ed. Coordinator, in consultation with faculty, will select a maximum of 4 teacher candidates to
attend the event.
3.
The selected TCs must discuss with their instructor(s) how they can reduce the impact of the absence
from the given class(es). In that way, Teacher Candidates could benefit from these opportunities
without disrupting the ongoing work of the B.Ed. program. (Consistent with the B.Ed. Attendance
Policy.)
4.
The selected TCs will arrange with the instructor(s) or B.Ed. Coordinator for a time /format to share
their learning with their peers.
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What happens if I am absent during practica?
Teacher Candidates who must miss a day of practicum are required to notify their Teacher Mentor and
Faculty Mentor as soon as possible. If a Teacher Candidate is absent for more than 10% of a practicum, a
Teacher Candidate may, on recommendation of the Faculty Mentor and the Practica Coordinator, and with
the approval of the B.Ed. Coordinator and the Dean or Chair, be withdrawn from the practicum.
Please review the TRU Student Attendance Policy (ED 3-1), part II – General Attendance during a Course or
Program shown in bolded print below:
II. GENERAL ATTENDANCE DURING A COURSE OR PROGRAM
1. A student is expected to regularly attend lectures, laboratories, tutorial and seminar sessions for
which they are enrolled. Admission to a lecture, laboratory, tutorial or seminar may be refused by the
instructor for lateness, class misconduct or failure to complete required work.
2. Unless otherwise stated, a student will be expected to attend a minimum of 90% of class or lab time
allocated to each course. However, due to the wide variety and diverse nature of courses and programs
at TRU, individual departments or programs may set their own attendance requirements which will
supersede the 90% requirement.
3. A student is expected to attend the first day of class of his or her course or program to receive a course
outline which will include attendance requirements if different from the 90% requirement.
In the case of deficient attendance without cause, a student may, on recommendation of the instructor
and with the sanction of the instructor’s Dean or Chairperson, be withdrawn from a course. TRU’s
withdrawal policy (ED 3-0) will apply.
Teacher Candidates who experience serious illness or personal circumstances that will result in prolonged
absence from a practicum should contact their Faculty Mentor and the Practica Coordinator as soon as
possible.
In Practicum IV (EDPR 4200 - the 10-week certification practicum):

Absences due to illness of four consecutive days or more require a medical certificate.

Teacher Candidates whose absences exceed six and one-half (6.5) days normally receive a failing
grade for the practicum.

Teacher Candidates may submit a written request to the Practica Coordinator for absences due to
personal reasons. An objection to a Teacher Candidate’s absence from the Teacher Mentor, Faculty
Mentor, or school principal, will likely result in the request being denied.

Teacher Candidates may be required to extend the practicum, making up the number of days
missed due to absences.
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Rights, Responsibilities and Complaint Procedure
Preamble
Teacher Candidates in the TRU Bachelor of Education program have the right to have their performance in
the program, including academic work, judged only on the merits of what they have produced. Faculty
members are professionals and have the responsibility to assess Teacher Candidates’ performance and
assignments fairly and consistently, and without consideration given to whether or not an individual
Teacher Candidate has expressed a concern about some aspect of the program or of a particular course. If a
Teacher Candidate is experiencing difficulty in this regard, the Teacher Candidate has the right to register a
complaint without fear of jeopardizing his or her program or academic evaluation.
The relationship between Teacher Candidates and faculty members is one of trust, in which faculty
members act as mentors, but also have an evaluative role. This evaluative component may result in an
unequal power relationship between Teacher Candidates and faculty members. Faculty members always
need to be cognizant of this in their conduct toward Teacher Candidates.
The preferred method of resolving complaints is for the complainant to first approach the other individual
or individuals directly in an attempt to address the concern. This would normally be the first step for
practicing teachers. (BCTF Code of Ethics – www.bctf.ca/ProfessionalResponsibility.aspx)
Teacher Candidate Rights
Bachelor of Education Teacher Candidates have the right to:


Be treated with respect and dignity by faculty members and fellow Teacher Candidates.
Receive high quality instruction in all aspects of the program.
Teacher Candidate Responsibilities
Bachelor of Education Teacher Candidates have the responsibility to:



Maintain standards of professional behaviour at all times.
Read, understand, and comply with the rules of student conduct which apply to all TRU students
(www.tru.ca/policy/education.html and current TRU Calendar).
Read, understand, and be guided by the professional and ethical standards guidelines for B.Ed.
Teacher Candidates (current B.Ed. Handbook).
Departmental Policy and Procedure for the Resolution of Teacher Candidate Complaints
Anonymous complaints will not be considered, however, all parties involved in complaints made by B.Ed.
Teacher Candidates will maintain confidentiality.
If a B.Ed. Teacher Candidate has a complaint concerning a fellow Teacher Candidate or faculty member that
is not covered by TRU policy on academic or harassment issues, the following procedures will be followed.
Step 1: The initial and preferable course of action will be for the Teacher Candidate to approach a fellow
Teacher Candidate or faculty member to voice his or her concern. Once the Teacher Candidate or
faculty member is apprised of the Teacher Candidate complaint, an attempt will be made to resolve
the issue through discussion with the person or persons involved. Should the matter not be
resolved, the Teacher Candidate, or faculty member, may solicit help from a fellow Teacher
Candidate or colleague to resolve the issue.
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Step 2: The Teacher Candidate may approach the B.Ed. Coordinator. In this case:
a.
The Coordinator asks if the Teacher Candidate has approached the fellow Teacher Candidate or
faculty member to determine whether there has been an attempt to solve the matter.
b. If the Teacher Candidate prefers not to deal directly with the fellow Teacher Candidate, or
faculty member, for a specific and valid reason, the Coordinator will attempt to resolve the
matter with the Teacher Candidate directly.
c. Should the Coordinator resolve the issue, the faculty member or fellow Teacher Candidate is to
be informed that the issue has been resolved.
d. If the Coordinator is unable to resolve the issue with the Teacher Candidate directly, the
Coordinator will attempt to mediate the situation with both parties either separately or
together.
e. If the Coordinator is not successful, the Coordinator will suggest that the Teacher Candidate
take the complaint to the Chair. If this occurs, the Coordinator will inform the faculty member
or fellow Teacher Candidate that the Teacher Candidate is taking this action.
Step 3: The Teacher Candidate may approach the Chair. The Chair will:
a.
Check with the Teacher Candidate to determine whether the first and second steps have
occurred.
b. Determine why the Teacher Candidate has by-passed either of the first or second steps, and
based on the nature of the issue, whether the complaint can be dealt with as an academic or
harassment issue.
c. Attempt to solve the problem directly with the Teacher Candidate.
d. Attempt to mediate the situation with both parties, either separately or together.
Step 4: The Teacher Candidate may approach the Dean. The Dean will:
a.
Check with the Teacher Candidate to determine whether the first and second steps have
occurred.
b. Determine why the Teacher Candidate has by-passed either of the first, second or third steps,
and based on the nature of the issue, whether the complaint can be dealt with as an academic or
harassment issue.
c. Attempt to solve the problem directly with the Teacher Candidate.
d. Attempt to mediate the situation with both parties, either separately or together.
Formal Procedure
Should the complaint be unresolved following the above procedures, and should the Teacher Candidate
wish to pursue the matter further, he or she is advised by the Dean that the complaint must be put in
writing, thus beginning the formal complaint process.
Should a Teacher Candidate launch a formal written complaint against a fellow Teacher Candidate or
faculty member, the complaint will be dealt with through the appeals committee and will proceed under the
guidelines laid out in the TRU Policy Manual under Appeals ED-4-0 http://www.tru.ca/policy/education.html
At the point that a complaint against a faculty member becomes formal, the Faculty Association must be
informed. At any subsequent meetings, the faculty member should consider having representation.
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Standards for the Education, Competence and Professional Conduct of Educators in BC
The Teacher Regulation Branch of the Ministry of Education is the regulator for the majority of educators in
British Columbia, and is directed through legislation to enforce standards for educators. Section 10 of the
Teachers Act (https://www.bced.gov.bc.ca/legislation/schoollaw/teachers_act_contents.pdf) articulates the
development of the standards by the British Columbia Teachers' Council.
The objects of the council are to


establish standards for the education of applicants for certificates of qualification, and
to establish standards for the conduct and competence of applicants for certificates of qualification
and certificate holders.
Section 30 of the Teachers Act requires that a person meet "the certification standards" in respect of a
certificate and be of "good moral character" and "otherwise fit and proper to be issued a certificate."
The Purpose and Meaning of the Standards in Practice
The Standards communicate to certified teachers and the public the description of the work of educators –
what they know, what they are able to do, and how they comport themselves as they serve the public. The
Standards provide the foundation and stability on which educators can grow, articulating both the values
and characteristics that distinguish their work.
The material reproduced below is from the Standards for the Education, Competence and Professional Conduct of
Educators in BC (Fourth Edition January 2012). As persons entering the profession, Teacher Candidates
should become familiar with this material and use it to guide their behaviour.
Ministry of Education-BC Teacher Regulation website:
https://www.bcteacherregulation.ca/
http://www.bcteacherregulation.ca/documents/AboutUs/Standards/edu_stds.pdf
Standards for the Education, Competence and Professional Conduct of Educators in British Columbia
FOURTH EDITION JANUARY 2012
1. Educators value and care for all students and act in their best interests.
Educators are responsible for fostering the emotional, esthetic, intellectual, physical, social and vocational
development of students. They are responsible for the emotional and physical safety of students. Educators
treat students with respect and dignity. Educators respect the diversity in their classrooms, schools and
communities. Educators have a privileged position of power and trust. They respect confidentiality unless
disclosure is required by law. Educators do not abuse or exploit students or minors for personal, sexual,
ideological, material or other advantage.
2. Educators are role models who act ethically and honestly.
Educators act with integrity, maintaining the dignity and credibility of the profession. They understand that
their individual conduct contributes to the perception of the profession as a whole. Educators are
accountable for their conduct while on duty, as well as off duty, where that conduct has an effect on the
education system. Educators have an understanding of the education system in BC and the law as it relates
to their duties.
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3. Educators understand and apply knowledge of student growth and development.
Educators are knowledgeable about how children develop as learners and as social beings, and demonstrate
an understanding of individual learning differences and special needs. This knowledge is used to assist
educators in making decisions about curriculum, instruction, assessment and classroom management.
4. Educators value the involvement and support of parents, guardians, families and communities in
schools.
Educators understand, respect and support the role of parents and the community in the education of
students. Educators communicate effectively and in a timely manner with parents and consider their advice
on matters pertaining to their children.
5. Educators implement effective practices in areas of classroom management, planning, instruction,
assessment, evaluation and reporting.
Educators have the knowledge and skills to facilitate learning for all students and know when to seek
additional support for their practice. Educators thoughtfully consider all aspects of teaching, from planning
through reporting, and understand the relationships among them. Educators employ a variety of
instructional and assessment strategies.
6. Educators have a broad knowledge base and understand the subject areas they teach.
Educators understand the curricular, conceptual and methodological foundations of education and of the
subject areas they teach. Educators must be able to communicate effectively in English or French. Educators
teach students to understand relevant curricula in a Canadian, Aboriginal, and global context. Educators
convey the values, beliefs and knowledge of our democratic society.
7. Educators engage in career-long learning.
Educators engage in professional development and reflective practice, understanding that a hallmark of
professionalism is the concept of professional growth over time. Educators develop and refine personal
philosophies of education, teaching and learning that are informed by theory and practice. Educators
identify their professional needs and work to meet those needs individually and collaboratively.
8. Educators contribute to the profession.
Educators support, mentor or encourage other educators and those preparing to enter the profession.
Educators contribute their expertise to activities offered by their schools, districts, professional
organizations, post-secondary institutions or contribute in other ways.
Bachelor of Education (Elementary)
Program Handbook 2014-2016
23
BCTF Teachers’ Code of Ethics
The British Columbia Teachers’ Federation (BCTF) is the union of professionals representing 41,000 public
school teachers in the province of BC. It is expected that TRU Teacher Candidates respect and adhere to the
following code of ethics:
Code of Ethics
The Code of Ethics states general rules for all members of the BCTF for maintaining high standards of
professional service and conduct toward students, colleagues, and the professional union.
1. The teacher speaks and acts toward students with respect and dignity, and deals judiciously with
them, always mindful of their individual rights and sensibilities.
2. The teacher respects the confidential nature of information concerning students and may give it only
to authorized persons or agencies directly concerned with their welfare. The teacher follows legal
requirements in reporting child protection issues.
3. The teacher recognizes that a privileged relationship with students exists and refrains from
exploiting that relationship for material, ideological, or other advantage.
4. The teacher is willing to review with colleagues, students, and their parents/guardians the quality of
service rendered by the teacher and the practices employed in discharging professional duties.
5. The teacher directs any criticism of the teaching performance and related work of a colleague to that
colleague in private, and only then, after informing the colleague in writing of the intent to do so,
may direct the criticism, in confidence, to appropriate individuals who are able to offer advice and
assistance.* It shall not be considered a breach of the Code of Ethics for a member to follow legal requirements
or official protocols in reporting child protection issues.
6. The teacher acknowledges the authority and responsibilities of the BCTF and its locals and fulfills
obligations arising from membership in her or his professional union.
7. The teacher adheres to the provisions of the collective agreement.
8. The teacher acts in a manner not prejudicial to job actions or other collective strategies of her or his
professional union.
9. The teacher neither applies for nor accepts a position which is included in a Federation in-dispute
declaration.
10. The teacher, as an individual or as a member of a group of teachers, does not make unauthorized
representations to outside bodies in the name of the Federation or its locals.
*See 31.B.12 of the Members’ Guide to the BCTF (below)
Advice on how to proceed with a concern respecting a colleague's teaching and related work may be
sought from Federation staff and/or local officers in good faith. Such discussion will not constitute a
breach of Clause 5. 'Appropriate individuals' in Clause 5 of the Code of Ethics shall mean those persons
who are able to offer advice and assistance on questions of teaching performance and related work. The
first emphasis should at all times be on exploring means of assisting, educating, and maintaining
professional relationships.
Reproduced from http://bctf.ca/uploadedFiles/public/AboutUs/MembersGuide/guide.pdf (p.132 & 133)
Bachelor of Education (Elementary)
Program Handbook 2014-2016
24
TRU B.Ed. Program Performance Standards and Competencies
Rationale:
To establish unity between course work and practica by introducing competencies that apply
to both areas.
To establish expectations for behaviour similar to those of the other Professional Schools at
TRU.
Community Building
It is expected that Teacher Candidates will:







Contribute positively to the climate of teaching and learning.
Clearly demonstrate awareness of the needs of others in the learning and teaching environment.
Display understanding and respect for others.
Provide support to peers.
Actively participate in teaching and learning.
Use appropriate oral and written communication.
Demonstrate a co-operative attitude.
Personal and Professional Conduct
It is expected that Teacher Candidates will:

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
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Establish a commitment to teaching and learning.
Demonstrate a willingness to learn and openness to challenging personal assumptions.
Adapt to changes in the learning and teaching environment.
Critically examine the quality of his or her learning and teaching.
Seek, accept and act on constructive feedback.
Take a leadership role in teaching and learning activities.
Ensure the physical and psychological safety of others.
Practice according to the BCTF Code of Ethics and within the legal requirements of teaching.
Show poise in challenging situations.
Dress appropriately and demonstrate professional deportment.
Demonstrate punctuality and responsible attendance.
Throughout the term and at the end of each semester, faculty will assess individuals regarding demonstration of these
competencies. Consultations will be held with those experiencing difficulties. Those experiencing difficulties will
consult with the Practica Coordinator and/or B.Ed. Coordinator and/or Chair and/or Dean.
Produced and adopted by TRU B.Ed. program faculty February 2004.
Bachelor of Education (Elementary)
Program Handbook 2014-2016
Rev. June 25, 2004
25
Confidentiality of Student Information
As faculty in the B.Ed. program we respect the confidential nature of personal information concerning
teacher candidates and understand that we may share it only with authorized persons. Authorized persons
include other employees of Thompson Rivers University whose duties and responsibilities authorize them
to have access to that information in order to carry out their duties. Personal information includes an
individual's education or health history, an individual's grades and instructor’s evaluative comments. If
instructors wish to share a student's information beyond those with authorized access they must obtain the
student's consent and the permission of the B.Ed. Program Coordinator and School of Education Chair to do
so. If you are unsure regarding your freedom to share information please consult the B.Ed. Program
Coordinator or School of Education Chair. The university policy on confidentiality of student information
(ADM 2-2) may be accessed through the following link: http://www.tru.ca/policy/allpolicy
Protocol for TRU Teacher Candidates
Teacher Candidates must:
1.
2.
3.
4.
5.
6.
7.
Familiarize themselves with the B.C. Ministry of Education (Teacher Regulation Branch) Standards for
the Education, Competence & Professional Conduct of Educators in British Columbia, the BCTF Code of Ethics,
and the TRU B.Ed. Program Performance Standards and Competencies and use these to guide their actions in
school settings and in classes.
Observe all legal aspects as set out in the School Act regarding treatment of students and school
property, school arrival and leaving time. Access the School Act at
http://www.bced.gov.bc.ca/legislation/schoollaw or http://www.qp.gov.bc.ca/statreg
Be guided by the B.C. Ministry of Education (Teacher Regulation Branch) Standards for the Education,
Competence & Professional Conduct of Educators in British Columbia, the BCTF Code of Ethics, and the TRU
B.Ed. Program Performance Standards and Competencies in their relations with faculty, program
administrators, principals, teacher mentors, faculty mentors, fellow pre-service teachers, school children
and their parents/guardians.
Be good role models for pupils and peers regarding the use of language, attitudes toward study and
learning, tolerance and respect for others.
Respect the dignity of children and their right to confidentiality. See B.C. Ministry of Education (Teacher
Regulation Branch) Standards for the Education, Competence & Professional Conduct of Educators in British
Columbia
Be guided by the policies and procedures of TRU, the host school and district.
Respect the requirement that a Teacher Teaching On-Call (TTOC) must be called if a Teacher Mentor is
absent; a Teacher Candidate cannot accept a position as a TTOC.
Teacher Candidate Performance Review
The purpose of the Teacher Candidate Performance Review form (see the following page) is to alert Teacher
Candidates to concerns that may be affecting their performance in the Bachelor of Education Program. This
form may be completed by a course instructor, and/or Practica Coordinator and/or B.Ed. Coordinator
and/or Chair. The Teacher Candidate will be included in the process.
Bachelor of Education (Elementary)
Program Handbook 2014-2016
26
BACHELOR OF EDUCATION PROGRAM (ELEMENTARY)
TEACHER CANDIDATE PERFORMANCE REVIEW FORM
Teacher
Candidate:
Date:
Page 1 of 1
AREAS OF CONCERN
Attitude towards teaching and learning
Mastery of written communication
Ability to accept and act on constructive feedback
Adherence to the B.C.T.F. Code of Ethics
Appropriate dress and professional deportment
Punctuality and responsible attendance
Assignments (e.g. punctuality, completeness)
Other
COMMENTS:
Reviewed with Teacher Candidate:
Yes
No
Date:
B.Ed Coordinator’s Signature
Teacher Candidate’s Signature
*Teacher Candidate signature indicates only that content has been read, discussed and is understood. Teacher
Candidate signature does not indicate agreement/disagreement with the content of the Performance Review Form.
Copy to Practica Coordinator, Faculty Mentor, Teacher Candidate File
Bachelor of Education (Elementary)
Program Handbook 2014-2016
27
Bachelor of Education Cohort Contacts: Responsibilities

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





attend Bachelor of Education department/faculty meetings (at least one from each cohort)
communicate with members of their cohort to collect feedback/questions regarding the BEd program
give updates at faculty meetings about program information or feedback/questions from Teacher
Candidates’ offering an unbiased update of the positive and negative situations/experiences in their
cohort
represent their fellow Teacher Candidates in a professional manner
when feedback is sensitive in nature, seek guidance from the Bachelor of Education Program
Coordinator or designate before presenting it at a Bachelor of Education Faculty meeting
pass on information from Bachelor of Education Faculty meetings to cohort via emails/verbal
announcements
forward emails from faculty and administrative assistants to cohort (only those that are NOT sent to
every Teacher Candidate directly)
give guidance to Teacher Candidates’ in cohort if any questions arise  point them to necessary
resources (handbook) or who to contact
Writing and Speaking Well
Recognizing that teachers must model excellent writing and speaking, the teacher education program at
TRU is committed to ensuring that all Teacher Candidates display well-developed writing and
communication skills in courses and in practica. Faculty and practica mentors are encouraged to develop
criteria for grading Teacher Candidates' work in courses and practice teaching that reflect the commitment
to excellent English skills and abilities, and to high standards of performance in all communications. All
faculty in the two-year B.Ed. program will help Teacher Candidates identify both their strengths and
weaknesses in their written and spoken English. If a Teacher Candidate’s skills are deemed to be below an
acceptable standard, the Teacher Candidate will receive a letter from the B.Ed. Coordinator indicating the
areas needing remediation. Remediation steps are the Teacher Candidate’s responsibility and may include
hiring a private tutor or successfully completing a designated course. If the remediation efforts do not
result in sufficient improvement in the Teacher Candidate’s written and spoken English (as defined by the
faculty), the faculty may recommend a withdrawal from the B.Ed. program. NOTE: Course instructors vary
the reference (bibliographical) style used for papers and assignments to maintain consistency within subject
areas or disciplines. It is incumbent upon the Teacher Candidate to consult with each course instructor
regarding the publication style required.
THE TRU WRITING CENTRE
Location: Old Main Building, Second floor, Room 2674 (half-way down the hall)
Telephone: 371-5689 www.tru.ca/WritingCentre email: writing_ctr@tru.ca & twitter.com/@truwriting
Hours of operation: The Writing Centre is open from 9:00 a.m. to 4:30 p.m. during the Fall and Winter
semesters and is open from 9:00 a.m. to 3:00 p.m. during the summer. Assistance is available from faculty
members and student peer tutors and is open to all TRU students. Appointments are booked on-line at
http://www.tru.ca/writingcentre.html by clicking on the “Book an Appointment” (blue) box, reading
conditions and clicking on small check box at bottom of page. You will be redirected to the scheduling link.
Academic Integrity
Teacher Candidates in the TRU School of Education are expected to show originality in their work. They
are also expected to show a professional attitude towards research and the use of existing material.
Therefore, Teacher Candidates cannot use others' ideas without acknowledging the sources. All Teacher
Candidates should be aware of the policy ED-5-0 Academic Integrity, found on the website at
http://www.tru.ca/policy/allpolicy or in the TRU 2014-2015 Calendar under Student Academic Policies,
Bachelor of Education (Elementary)
Program Handbook 2014-2016
28
Regulations and Procedures.
fabrication, and plagiarism.
Forms of academic dishonesty include cheating, academic misconduct,
Citations and Plagiarism Policy
Teacher Candidates should be familiar with both of these aspects of writing and research.
References or proper citation styles (websites):
1.
http://www.tru.ca/library/guides/citation_styles.html (various styles are listed and explained, with
examples)
2.
http://libguides.tru.ca/writingsupport A TRU based site with information regarding writing styles,
structures and citations.
3.
http://apastyle.apa.org (can be sourced if someone wants to purchase a manual)
4.
www.library.ubc.ca/pubs/apastyle.pdf (another version of the 'rules' of APA)
Plagiarism is the presentation of another person’s work, words, ideas, images, or data as one’s own without
acknowledging the source. The TRU Bachelor of Education Program expects that Teacher Candidates will
adhere to TRU institutional policy regarding plagiarism (Academic Integrity ED-5-0). The following site
provides more detailed explanation of plagiarism and how it can be avoided:
http://libguides.tru.ca/content.php?pid=83248
Unit Planning Amongst Teacher Candidates – Practica Preparation
The Bachelor of Education program’s philosophy includes collaboration between Teacher Candidates
regarding sharing of resources and planning, however, one of the expectations of our graduates is that they
are able to independently create lesson and unit plans. Accessing Ministry IRPs, selecting grade
appropriate PLOs, gathering resources, developing learning activities, using formative and summative
assessment, and differentiating instruction are essential components taught in the methods courses that
Teacher Candidates put into practice in all Bachelor of Education practica.
Excellent teaching practice includes collaboration with peers and colleagues to share resources, to create
meaningful learning activities, and to develop the profession. However, it is imperative that your unit plans
be original work and not a replication of someone else’s. Should replication of another person’s lessons or
units occur, academic integrity must be respected (see TRU academic policy 5-0).
In practicum, fellow Teacher Candidates must be acknowledged in the title of the shared unit plan(s).
Lessons should be original work created by each Teacher Candidate, as lessons are tailored towards meeting
the unique needs of students within the assigned class. Thus, if a unit is part of a group assignment in a
methods course, please ensure that the name of each Teacher Candidate is included. This way, Teacher
Candidates will not have to rewrite unit plans. Generally, proper referencing and acknowledgement of
intellectual property will prevent a situation of plagiarism.
Bachelor of Education (Elementary)
Program Handbook 2014-2016
29
General Information for TRU B.Ed. Teacher Candidates
Liability and Insurance
Thompson Rivers University participates in a self-insuring program entitled Universities, Colleges and
Institutes Protection Program (UCIPP). Coverage is provided under the Ministry of Advanced Education
and Labour Market Development and includes universities, colleges and institutes in British Columbia.
Registered students are covered (with some exceptions), to the extent liability arises from activities in
connection with the institution, "while they are engaged in activities related to the applicable syllabus of education,
or pursuant to their engagement in any occupational, vocational or similar training program operated by or on behalf
of the institution or arising out of their participation in any sponsored activity". The program also extends to
"persons, firms, societies, partnerships or corporate bodies who permit students to observe and participate in workstudy or work experience programs under arrangement with the institution".
Liability – Volunteers
Thompson Rivers University requires that, on occasions where students or others are volunteering for the
university, that a Volunteer Information Form be completed. The form can be found at
http://www.tru.ca/__shared/assets/volunteer_form30838.pdf. Our liability insurance protects the university
and the volunteer should some incident occur during the course of their work. The insurance serves to
indemnify the volunteer from being sued as an individual. The liability insurance does have limitations if
the volunteer acts outside of the roles prescribed for them. In an effort to protect both the volunteer and the
university, activities that will be undertaken by the student or other volunteer should be described clearly
and reviewed with the volunteer prior to the event.
Work Safe BC
(formerly Worker’s Compensation Board) http://www.worksafebc.com
WorkSafeBC coverage is extended to all Teacher Candidates while on practicum placement. The definition
of a practicum is "an assigned work experience component of a program which is sanctioned by the
institution; and unpaid and supervised work experience which takes place at the host employer's premises
or place of business." WorkSafeBC does not extend coverage to sites established specifically for the purpose
of experimental training in a program, nor does it extend to out-of-province practica. Only students in
apprenticeship programs have WorkSafeBC coverage for classroom, lab, and shop instruction.
Student Accident Insurance
TRU has arranged an Accident Insurance Plan to cover all registered students who are actively attending
classes or participating in a TRU approved course or activity. Coverage is in effect for all eligible students
while on TRU property or premises, participating in an approved TRU activity, or travelling directly to or
from a TRU approved course or organized activity. TRU's policy provides $25,000 for Accidental Death or
Dismemberment. Premium funding for this insurance plan is paid 100% by TRU. Additional benefits are
available under this policy, which are outlined in the brochure available through the Occupational Health
Office, located at HR 139 in the Human Resources Building. For further information contact Gordon Maurits
at gmaurits@tru.ca or phone (250) 828-5139.
TRU Students’ Union (TRUSU)
When you became a student at TRU in Kamloops, you became a member of the Thompson Rivers
University Students' Union (TRUSU). TRUSU is the membership organization that brings all students
together to provide advocacy, services, and entertainment.
Bachelor of Education (Elementary)
Program Handbook 2014-2016
30
Students’ Union Building - Monday to Friday - 8:00AM – 10:00PM
Phone: (250) 828-5289
Website: trusu.ca Email: info@trusu.ca Facebook: /TRUStudentsUnion Twitter: @TRUSU15
Members Advocate
The Member’s Advocate provides support to any student facing a conflict or challenge in their classes, with
a landlord, with an employer, with financial, legal or health issues, or with personal conflicts and
harassment. Access information or book a one-on-one appointment through the online Member’s Advocate
Resource Centre at trusu.ca.
Student Research Program
The TRUSU Student Research Program supports and publishes student research projects investigating postsecondary education, with a focus on the TRU experience. Students, with a faculty supervisor, submit an
application to propose a research project for approval, which is then used to develop a Service Learning or
Directed Studies Course. Completed research projects provide the student with 3 academic credits and a
$2000 stipend, and contribute valuable knowledge and data to the work the Students’ Union does to
advocate for students. Find out more on trusu.ca or contact research@trusu.ca.
Health and Dental Plan
The TRUSU Extended Health and Dental Plan supplements healthcare coverage provided through the
Medical Services Plan (MSP) of British Columbia. It does not replace the MSP, but rather provides
additional coverage for dental care, pharmaceuticals, optical care, and additional healthcare practitioners.
All full-time students enrolled at the Kamloops campus are automatically enrolled in the Plan. Part-time
students may opt-in to the Plan and students enrolled in the Plan may enroll spouses and dependents by
bringing their Course Registration Data Form to the Members’ Services Desk in the Students’ Union
Building and paying the appropriate fee(s).
Students may opt-out of the Plan on their myTRU account (full instructions are available at trusu.ca) by
providing proof of comparable coverage including the insurance provider and policy number. You must
submit your opt-out within 30 days of your program start date. Upon confirming your eligibility, you will
be notified and a credit will be applied to your TRU account.
For complete information about the Plan, coverage details, claims forms, and ID card, visit trusu.ca.
UPASS
The TRUSU UPASS is a universal pass for the Kamloops public transit system. Operating as an agreement
between the Students’ Union, the City of Kamloops, and BC Transit, the UPASS is available to all members.
In addition to providing free access to transit, the UPASS provides free access to the Aquatic Centre and a
50% discount on monthly gym memberships at the Tournament Capital Centre.
To obtain a UPASS, bring your student identification card (obtained at the Campus Cashier) to the
Members’ Services Desk in the Students’ Union Building.
You may opt-out of the UPASS under some circumstances, such as living outside the area of transit service.
You must submit an opt-out form, available at the Members’ Services Desk, along with your Course
Registration Data Form and government-issued identification within 30 days of your program start date.
Upon confirming your eligibility, you will be notified and issue you a refund cheque.
Events Calendar
The Students’ Union and its Clubs organize many events throughout the year. These include the Kickstart
Barbeque, Movie Nights, Clubs Days, Tunes Against Tuition Fees Concerts, Common Voices Lectures, and
more. To find out about all of these activities, access the online Events Calendar at trusu.ca.
Bachelor of Education (Elementary)
Program Handbook 2014-2016
31
Clubs
There are currently over 80 student Clubs organized and ratified through the Students’ Union. Find a
directory of current Clubs, as well as information for starting or leading a Club at trusu.ca.
Discount Tickets and Passes
To ensure that activities and entertainment in the Kamloops community are affordable for students, the
Students’ Union negotiates partnerships with local businesses and organizations to provide discount tickets.
Get Kamloops Blazers ticket vouchers at the Members’ Services Desk for $5 with valid student card ($15
savings). Voucher is exchanged at Interior Savings Centre box office for regular season home game ticket.
Get Kamloops Film Society tickets at the box office for $5 with valid student card/TRUSU UPASS ($3
savings). Discounted Kamloops Film Festival tickets are also available at the Members’ Services Desk.
Field Trip Information
It is suggested that students meet and depart for field trips from TRU. In the event a claim is made, it
would be to the claimant's advantage to have left TRU, or a designated meeting site, when departing for a
field trip. There is a significant difference as to whether the participant was "travelling to and from work" or
was "travelling from the work (TRU) site to the field trip site".
Teacher Candidates are required by TRU to sign an "Informed Consent" form for a mandatory field trip, or a
"Waiver" if the field trip is an optional component. B.Ed. field trips and waiver forms will be discussed at
the start of the program.
Bachelor of Education (Elementary)
Program Handbook 2014-2016
32
Practica Experiences
TRU’s teacher education program is based upon the principle of gradual immersion into the responsibilities
of teaching over the course of four (4) practica. Each practicum plays an important part in the professional
development of prospective teachers and is a prelude to the next practicum. A sense of trust and mutual
respect among the Teacher Candidate, Teacher Mentor, and Faculty Mentor is essential to promote honest
critical analysis and self-reflection by Teacher Candidates. The small size of TRU’s program and weekly
visits to schools by Faculty Mentors will facilitate critical and reflective thinking on the part of the Teacher
Candidate.
Teacher Candidate evaluations are part of each practica. Please note that for all practica evaluation forms,
the teacher candidate signature and/or initials indicates only that the content has been read, discussed and is
understood. Teacher Candidates signature and/or initials do not indicate agreement/disagreement with the
content of the evaluation.
Practicum I (EDPR 3100)
EDPR 3100 is the initial school experience for Teacher Candidates in the B.Ed. program. In Year 1, Term 1
Teacher Candidates spend seven (7) full days in school settings. Teacher Candidates are assigned in pairs to
a classroom in a public or independent school (upon their request) in the Kamloops area. This practicum is
designed to link course content from EDLL 3100 (Language and Literacy I) and EDTL 3100 (Teaching and
Learning I) with classroom experience. Teacher Candidates are involved in a variety of observational and
instructional activities. The foci of this practicum include: observation of students, classroom structure and
routines, interaction with school teachers/administrators, and lesson planning and delivery in Language
Arts. A field trip to the Henry Grube Teacher Resource Centre precedes the first practicum.
Practicum II (EDPR 3200)
During the final two weeks of the Year 1, Term 2, Teacher Candidates participate in a two-week practicum.
Teacher Candidates are assigned in pairs to a classroom in a public or independent school (upon their
request) in the Kamloops area. Teacher Candidates observe Teacher Mentors and plan and teach two miniunits. The subject areas for this practicum are Mathematics and Science or Social Studies. There will be two
compulsory “Call Back Days” after the practicum, when Teacher Candidates return to TRU, to discuss their
school experiences.
Practicum III (EDPR 4100)
The third practicum is held in Year 2 during the first three weeks of the K-12 school year. As September is a
particularly difficult time for new teachers in establishing routines and rules for classroom management,
this practicum centers on Teacher Candidates learning the essential skills for “setting the tone” with a new
group of students. Teacher Candidates will teach between 1 and 2 hours per day. In addition, this practicum
serves as an orientation to the school, the classrooms and the teachers for Practicum IV (EDPR 4200), the
certification practicum.
Practicum IV (EDPR 4200)
The culminating school experience is a ten-week practicum held in Year 2, Term 2. This practicum serves as
the certification experience. Teacher Candidates are normally placed with the same Teacher Mentor as
Practicum III (EDPR 4100). Through a gradual immersion process, Teacher Candidates assume the teaching
responsibilities of a regular classroom teacher, moving from a 20% teaching load (1 hour per day) to a
minimum of 80% - 100% (4 – 5 hours per day) for five consecutive weeks. The emphasis in Practicum IV is
designing and teaching from cross-curricular units with a focus on integrating the arts into content areas
and instruction. When not instructing students, Teacher Candidates assist their Teacher Mentors, attend
staff meetings and professional development seminars, and assist with extra-curricular activities.
Bachelor of Education (Elementary)
Program Handbook 2014-2016
33
Unit Planning Amongst Teacher Candidates – Practica Preparation
The Bachelor of Education program’s philosophy includes collaboration between Teacher Candidates
regarding sharing of resources and planning, however, one of the expectations of our graduates is that they
are able to independently create lesson and unit plans. Accessing Ministry IRPs, selecting grade
appropriate PLOs, gathering resources, developing learning activities, using formative and summative
assessment, and differentiating instruction are essential components taught in the methods courses that
Teacher Candidates put into practice in all Bachelor of Education practica.
Excellent teaching practice includes collaboration with peers and colleagues to share resources, to create
meaningful learning activities, and to develop the profession. However, it is imperative that your unit plans
be original work and not a replication of someone else’s. Should replication of another person’s lessons or
units occur, academic integrity must be respected (see TRU academic policy 5-0).
In practicum, fellow Teacher Candidates must be acknowledged in the title of the shared unit plan(s).
Lessons should be original work created by each Teacher Candidate, as lessons are tailored towards meeting
the unique needs of students within the assigned class. Thus, if a unit is part of a group assignment in a
methods course, please ensure that the name of each Teacher Candidate is included. This way, Teacher
Candidates will not have to rewrite unit plans. Generally, proper referencing and acknowledgement of
intellectual property will prevent a situation of plagiarism.
Connection of Practica to Program Goals
There is a Teaching and Learning course in each of the first three semesters of the program. The main goals
of these courses are related to planning for teaching, assessment, evaluation and reporting, and proactive
classroom management and organization. Teaching and Learning I occurs in Year 1, Term 1 and the focus is
on preparing and assessing lesson plans for teaching. The focus for proactive classroom management and
organization strategies in this course is on small groups (e.g., teaching small-group organization and social
skills). Teaching and Learning II takes place in Year 1, Term 2 and the focus is on preparing, assessing, and
evaluating unit plans for whole classrooms of children. Teaching and Learning III takes place in Year 2,
Term 1 and the focus is on preparing, assessing, and evaluating collaborative units across curricular areas.
There is a planned progression from lesson plans to units to whole classrooms, with the rationale that this
progression from less complex to more complex will increase the likelihood of Teacher Candidates
experiencing successful skill development during practicum.
The B.Ed. program is built on four program goals as outlined below:
Effective Teaching Practice
We plan to prepare graduates who will:
1. Employ the “New BC Curriculum” into planning and instruction.
2. Have a rich teaching repertoire based on the knowledge of specific subject areas, including literacy,
language, numeracy, and cross-curricular connections.
3. Be able to plan effectively for teaching, including the design of lesson plans, unit plans, cross-curricular
units and yearly overviews.
4. Be able to employ a variety of methods of assessment, evaluation and reporting.
5. Be knowledgeable about proactive classroom organization and management, and know how to
maintain a positive and motivational learning environment.
6. Know how to use 21st century technologies appropriately, as part of an education plan and use these
technologies, including the Internet and email, to assist their professional development.
7. Know how to differentiate lesson/unit planning and instruction to accommodate children across a range
of ability levels and from diverse cultural backgrounds, including First Nations children and
individuals with special needs.
Bachelor of Education (Elementary)
Program Handbook 2014-2016
34
Reflective Teaching
We plan to prepare graduates who will:
1.
2.
3.
Think critically and reflectively on teaching practice to make sound educational decisions.
Be aware of the history of education and the resulting implications for teaching practice and be capable
of teaching from a multicultural perspective.
Have a strong educational research base including knowledge of effective teaching practice.
Professional Conduct
We plan to prepare graduates who will:
1.
2.
3.
4.
5.
Be knowledgeable about teacher practices that recognize the responsibilities of citizens in a democratic
society and include an acceptance of diversity.
Be proficient with conflict resolution techniques that include dealing with angry parents.
Foster a collegial professional relationship with other teachers that includes mentoring new teachers
and sharing teaching methods and resources.
Be able to build a positive rapport with students, colleagues and parents.
Be guided by ethically responsible professional conduct.
Lifelong Learning
We plan to prepare graduates who will:
1.
2.
3.
Promote active healthy lifestyles and develop an awareness of the benefits of learning through
movement and physical activity.
Develop creative and aesthetic abilities to perceive and appreciate artistic expression across cultures,
and to communicate these ideas to others.
View teaching as a career-long enterprise and be committed to advancing knowledge in the field of
education.
Practica Placement Policy
Every Teacher Candidate must have a criminal record check completed before entering the program.
All practica placements are arranged by a TRU B.Ed. Practica Coordinator; Teacher Candidates may not
make their own arrangements for a practicum placement. If a Teacher Candidate is assigned to a school
where there are personal connections/conflicts (e.g. students or school employees include close friends or
relatives, the Teacher Candidate previously attended the school), please contact the Practica Coordinator
immediately.
Placements for the Year 1 practica (EDPR 3100 and EDPR 3200) are typically within the city of Kamloops
(School District #73). Teacher Candidates may be placed in independent schools (upon their request) in the
first year practica (EDPR 3100 and EDPR 3200). If a conflict arises during the course of the practica, a
Teacher Candidate may be withdrawn due to pedagogical, philosophical, or other reasons. Future Teacher
Candidates will not be placed at that particular school unless Faculty is certain that the concerns have been
addressed and no longer impact the efficacy of the practica. All Teacher Candidates who are placed in
independent schools will have opportunities in practica-related seminars to discuss the practica within the
context of the pedagogical or philosophical underpinnings of their particular school.
Bachelor of Education (Elementary)
Program Handbook 2014-2016
35
Please note the following regarding Year 2 practica (EDPR 4100 and EDPR 4200) :
Placements are based on the following 50-50 formulas:
*
50% of the Teacher Candidates are placed in the Kamloops/Thompson School District #73 (which
includes Clearwater, Chase, Barriere and Logan Lake).
*
50% of the Teacher Candidates are placed in the following districts outside of Kamloops: NicolaSimilkameen S.D. #58 (Merritt); Okanagan-Similkameen S.D. #53 (Oliver and Cawston); CaribooChilcotin S.D. #27 (Williams Lake, Horsefly, and 100 Mile House); and North Okanagan-Shuswap S.D.
#83 (Salmon Arm, Enderby, Celista, and Armstrong).
These are the only school districts where EDPR 4100/4200 practica placements are offered. Although we
attempt to place you in your preferred area, please note that you must be prepared to accept a school
placement wherever one is available within these regions and you are responsible for the costs of
transportation and accommodation during the practica. Placements are determined by a lottery system.
Students who have special needs, serious medical conditions, are single parents, or who have children
under the age of five may apply for special consideration by submitting a “Special Circumstances” form to
the Practica Coordinator in the Fall of Year 1. More information will be available early in the fall semester.
French Immersion Placements
Teacher Candidates with excellent French language skills, both oral and written, may be considered for a
practicum placement in a French Immersion classroom. This requires successful completion of a French
Language Assessment during the fall term of Year 1. There is no charge for this assessment. The Practica
Coordinator will discuss French Immersion placements during the practica information sessions in Term 1,
Year 1.
Directed Study /International Practicum Experience
In an effort to respond to the demands of an increasingly interconnected world, we strongly encourage our
Teacher Candidates to pursue a pedagogically enriching experience while completing the Bachelor of
Education studies. We believe that a directed study /international practicum experience is a fundamental
component in acquiring the knowledge, skills, and dispositions desired in globally minded citizens. This
perspective aligns with the core values that weave through our program: critical and creative thinking and
reflection, social justice, inter-culturalism, anti-racism, interdisciplinary collaboration, and compassion. To
this end, the Bachelor of Education faculty is committed to increasing international opportunities for
Teacher Candidates in the form of a Directed Studies course, field experience, research, or a semester
abroad. Interested Teacher Candidates should contact the B.Ed. Coordinator and/or Chair.
Educational Resources
Teachers’ Resource Centres
Four of the seven school districts participating in Practica III and IV have a Teachers’ Resource Centre.
Teacher Candidates are welcome to sign out any material that is available to teachers. The Resource Centres
are located in Kamloops, Williams Lake, Merritt and Salmon Arm. Teacher Candidates on practicum in any
location are welcome to borrow materials from the Henry Grube Centre in Kamloops, if they cannot find
them elsewhere.
Bachelor of Education (Elementary)
Program Handbook 2014-2016
36
Kits, videos, CD-ROMS, maps, audio-tapes, and class sets of textbooks, novels, musical instruments and
science equipment are examples of resources available for borrowing. Information is available on such
topics as enrichment, special needs, First Nations education, IEPs, FSL and sign language.
Teacher Candidates using Teachers' Resource Centres must return materials promptly. Classroom teachers
are building unit plans and preparing lessons based on material being available. Even one day overdue is
not acceptable. If one or two teachers handed in materials one day late, the “domino effect” results, leaving
other teachers without valuable lesson aids. In the worst-case scenario, teachers signing out materials for the
end of the school term or year will simply not receive them.
Teacher Candidate accounts set up at Teachers' Resource Centres will expire at the end of the two-year
B.Ed. program. Teacher Candidates who have not returned materials to a Teachers’ Resource Centre will
not be recommended to the British Columbia Teachers’ College for certification. If a Teacher Candidate has
misplaced or lost materials, they will need to reimburse the Teachers’ Resource Center for the cost before
being recommended for professional certification.
Location and Contact Information for District Teachers’ Resource Centres:
District #27 (Cariboo-Chilcotin): E.J. Bare Education Centre, #207 - 640 Carson Drive, Williams Lake, BC
Phone: (250) 398-7054 Fax: (250) 392-2422
Search the EJ Bare Online Catalogue: http://resource.sd27.bc.ca/4dcgi/gen_2002/Lang=Def
District #53 (Okanagan Similkameen): Contact David Fairbrother at dfairbro@sd53.bc.ca for information
as there is no central district resource office for School District #53.
District #58 (Nicola-Similkameen): District Resource Centre, 1550 Chapman Street, Merritt, BC
Phone: (250) 315-1108 (Val Schulz)
Fax: (250) 378-6263
Email: vschulz@sd58.bc.ca
Website: http://www.sd58.bc.ca/District/Resource_Centre.html
District #73 (Kamloops Thompson): Henry Grube Education Centre, 245 Kitchener Crescent, Kamloops, BC
Phone: (250) 376-2266 Fax: (250) 376-7966. Website: http://hgec.sd73.bc.ca
District #83 (North Okanagan-Shuswap): District Resource Centre, 1180 - 20th St. SE, Salmon Arm, BC
(@ Hillcrest Elementary School) Access is via outside entrance marked "DRC" directly off the parking lot.
Phone: (250) 832-7021 Fax: (250) 832-0151 E-mail: rcb@sd83.bc.ca
TRU Library - Website address: http://www.tru.ca/library/services.html
section titled “How Do I…´ http://www.tru.ca/library/how_do_i.html
and see also the very helpful
Thompson-Nicola Regional District Library System
Website: http://www.tnrdlib.ca/
Kamloops Library
100 - 465 Victoria St.
Phone: (250) 372-5145 Fax: (250) 372-5614
Bachelor of Education (Elementary)
North Kamloops Library
693 Tranquille Rd.
Phone: (250) 554-1124 Fax: (250) 376-3825
Program Handbook 2014-2016
37
Internet
The following websites offer a vast collection of classroom resources, statistical information, and interactive
navigational and educational tools.
http://www.riceinfo.rice.edu
http://www.lsf-lst.ca
http://www.statcan.gc.ca
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/teachtip.htm
BC School District Websites
Cariboo-Chilcotin:
http://www.sd27.bc.ca/
Kamloops/Thompson:
http://www.sd73.bc.ca
Okanagan Similkameen:
http://www.sd53.bc.ca/
North Okanagan-Shuswap:
http://www.sd83.bc.ca/
Nicola-Similkameen:
http://www.sd58.bc.ca/
Provincial Government Publications - Website: http://www.pss.gov.bc.ca/dcv/
The OPC Catalogue, which includes publications for schools, colleges, and universities, is available from:
Physical Address for
deliveries/pick-up:
742 Vanalman Avenue
Victoria, BC V8V 9V7
Mailing Address:
Distribution Centre-Victoria
P.O. Box 9455 STN PROV GOVT.
Victoria, B.C. V8W 9V7
Phone: (250) 952-4460
Fax:
(250) 952-4431
To order products from the catalogue as a
public customer, phone the above number
and provide your credit card number.
Ministry of Education
Information and copies of Integrated Resource Packages (IRPs) are available at the following website:
Ministry of Education (Kindergarten to Grade 12): http://www.bced.gov.bc.ca
Bachelor of Education (Elementary)
Program Handbook 2014-2016
38
Practica Course Outlines
Practicum I (EDPR 3100)
Course Description
EDPR 3100 is the first of four organized school practica experiences, consisting of seven (7) full days in
schools. The purpose of EDPR 3100 is to provide Teacher Candidates with an orientation to elementary
schools and the opportunity to link their on-campus courses, primarily EDLL 3100 and EDTL 3100, with
teaching experiences in the classroom. Teacher Candidates are placed in pairs, in a classroom in a public or
independent school (upon their request) in the Kamloops area. Each Teacher Candidate will have
opportunities to teach language arts mini-lessons to either small groups or the entire class and will observe
in a variety of settings and classrooms. Teacher Candidates will discuss and reflect upon school experiences
with their TRU Faculty Mentor to begin developing a personal philosophy of teaching and learning.
Educational Objectives/Outcomes
Teacher Candidates will:
1.
Develop an understanding of school culture and the roles of various members of the school community.
2.
Gain an understanding of teaching and learning in a variety of settings and classrooms.
3.
Demonstrate professionalism and adhere to the General Guidelines for TRU B.Ed Teacher Candidates.
4.
Observe in various classrooms.
5.
Gain an understanding of children’s behaviour and teachers’ classroom management and
organizational strategies.
6.
Demonstrate an understanding of key course concepts.
7.
Develop respectful working relationships with school-based professionals and peers.
8.
Develop skills in planning and teaching lessons to children.
9.
Demonstrate the ability to reflect on observations of students, teachers and their own teaching
experiences.
10. Demonstrate a beginning ability to link theory and practice through reflection.
Teacher Candidates’ Responsibilities
In EDPR 3100, Teacher Candidates will focus on observing, learning about children through interaction,
teaching and reflecting upon their experiences.
Teacher Candidates will:
1.
Complete practica-related course assignments.
2.
Complete the EDPR 3100 Observation Guidelines form (see appendix) and hand to their Faculty Mentors
by the end of the second week.
3.
Complete the lesson plans and have them approved by the Teacher Mentor prior to teaching each
lesson.
4.
Provide a copy of the approved lesson plan each time the Faculty Mentor observes a lesson.
5.
Observe in a variety of classrooms and school settings.
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Program Handbook 2014-2016
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6.
Design four 30 – 40 minute language and literacy lessons that are linked to the Teacher Mentor’s
language arts program by theme or content area.
7.
Note ranges of abilities among children and how the Teacher Mentor responds to varying needs.
8.
Reflect on observations and experiences in journal entries and submit to your Faculty Mentor at the end
of weeks 2, 4, and 6.
9.
Behave professionally and appropriately at all times.
10. Seek advice and guidance from their Teacher Mentors and Faculty Mentors about professional issues.
11. Adhere to the B.C. Ministry of Education (Teacher Regulation Branch) Standards for the Education,
Competence & Professional Conduct of Educators in British Columbia, the BCTF Code of Ethics, and the TRU
B.Ed. Program Performance Standards and Competencies.
12. Return all borrowed materials promptly, including materials from the Henry Grube Centre.
* If a Teacher Candidate is absent for more than 10% of the school experience, the individual may not be
regarded as having successfully completed EDPR 3100 and may not be permitted to proceed to the next
phase of the program.
Teacher Mentors’ Roles and Responsibilities
One goal of the B. Ed. program is to have Teacher Candidates practice professionalism while on campus, in
schools, and in the community. As guides and coaches, mentors demonstrate and discuss professional and
ethical issues with Teacher Candidates, and offer advice and guidance.
Teacher Mentors will:
1.
Strive to develop a respectful and professional working relationship with each Teacher Candidate.
2.
Observe the interactions and relationships between Teacher Candidates and members of the school
community.
3.
Facilitate Teacher Candidates’ observations in various school settings.
4.
Discuss lesson ideas with Teacher Candidates and approve lesson plans prior to teaching.
5.
Observe each Teacher Candidate’s mini-lessons and give constructive, verbal feedback.
6.
Provide Teacher Candidates with formative support, such as positive feedback, suggestions, and
encouragement.
7.
Summarize each Teacher Candidate’s strengths, successes, and areas for further development during a
private, informal discussion at the end of the practicum.
8.
Share the above observations with the Faculty Mentor for inclusion on each Teacher Candidate’s EDPR
3100 Final Evaluation Form.
9.
Contact the Practica Coordinator to discuss concerns that are not readily resolved, or to seek another
opinion.
10. Conduct one formal observation and provide oral and written feedback (with a pre and post-lesson
conference).
11. Complete an EDPR 3100 Final Evaluation Form for each Teacher Candidate in cooperation with the TRU
Faculty Mentor.
12. Attend pre- and post-practicum meetings with the Practica Coordinator.
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Program Handbook 2014-2016
40
Faculty Mentors’ Roles and Responsibilities
Faculty Mentors will:
1.
Ensure that Teacher Candidates and Teacher Mentors are aware of the objectives/outcomes and
responsibilities associated with this practicum.
2.
Observe and debrief school experiences with Teacher Candidates.
3.
Conduct one formal observation per Teacher Candidate and provide oral and written feedback
(observation should include pre and post-lesson conferences).
4.
Make contact with each Teacher Candidate each week through a phone call, e-mail or journal response.
5.
Collect and provide feedback on Teacher Candidates’ lesson plans.
6.
Provide Teacher Candidates with formative support, such as positive feedback, suggestions, and
encouragement.
7.
Read and comment on Teacher Candidates' journal entries.
8.
Read and comment on Teacher Candidates’ Observation Guidelines-EDPR 3100 form.
9.
Record absenteeism from school.
10. Use an Interim Report Form to document any serious concerns about a Teacher Candidate’s progress or
suitability for the teaching profession, and communicate those concerns to the Teacher Candidate, the
Teacher Mentor, the principal and the Practica Coordinator.
11. Complete an EDPR 3100 – Final Evaluation Form for each Teacher Candidate in cooperation with the
Teacher Mentor and discuss the evaluation during individual post-practicum meetings.
12. Contact the Practica Coordinator to discuss concerns that are not readily resolved, or to seek another
opinion.
Supplemental Practicum EDPR 3100
A Supplemental Practicum is a repeat of the EDPR 3100 practicum in a different classroom setting with a
new Teacher Mentor. The Supplemental Practicum applies to the Teacher Candidate who, at the end of the
EDPR 3100 practicum, has made progress but still needs more time to reach the expected level of
proficiency. This Supplemental Practicum allows a Teacher Candidate to further develop his/her skills
before proceeding into the second semester of the B. Ed. Program.
The Teacher Candidate’s standing on the EDPR 3100 Final Evaluation Form will read “Supplemental (SUP)”.
Arrangements for the supplemental will be carried out by the Year 1 Practica Coordinator.
Note: A Supplemental Practicum is not always granted, depending on the circumstances.
Practicum II (EDPR 3200)
Course Description
EDPR 3200 takes place in the last two weeks of Year 1, Term 2. Teacher Candidates are placed in pairs, in a
classroom in a public or independent school (upon their request) in the Kamloops area. The two-week
practicum provides Teacher Candidates with opportunities to plan and teach from two mini-units and to
observe in the classroom of their Teacher Mentor. Teacher Candidates "follow the class" so that they can
observe in all curriculum areas. Observing in all subject areas is important so that Teacher Candidates may
view and reflect on the theory and pedagogy learned in methodology courses and how it is incorporated by
Teacher Mentors into classroom experiences.
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Program Handbook 2014-2016
41
Educational Objectives/Outcomes
The purposes of the two-week school experience are to:
1.
2.
3.
4.
5.
6.
Provide opportunities to observe the way schools organize and provide for instruction.
Provide opportunities to apply what has been learned in Year 1 university course work.
Develop an understanding of the integration of method theory and classroom practice.
Develop a proficiency in lesson and unit planning and the selection of appropriate instructional
resources and materials, with an emphasis on the B.C. Ministry of Education’s IRPs and Guidelines.
Design and deliver lessons to the whole class from content area mini-unit plans.
Reflect on observations and experiences.
After the Faculty Mentor/Teacher Mentor orientation has occurred, Teacher Candidates are expected to
arrange a mutually convenient time to discuss with Teacher Mentors the general expectations of the school
experience and, more specifically, the curriculum content for Mathematics and Science or Social Studies.
Teacher Candidates will be responsible for designing a four-lesson mini-unit for Science and Social Studies.
The Mathematics Unit will be an eight-lesson unit taught by two Teacher Candidates (normally each
Teacher Candidate plans 4 lessons of the unit).
Please note that Teacher Candidates who are absent for more than 10% of this practicum will receive a
“DEF” or an “F” in the course. Successful completion of EDPR 3200 (Practicum II) is necessary before
beginning EDPR 4100 (Practicum III).
Teacher Candidates will:
1. Be aware of all information in this handbook.
2. Become familiar with the school's layout, the library, resource areas, Learning Assistance Centre (LAC),
coffee fund, parking areas, emergency procedures, etc.
3. Arrive at school at least 30 minutes before the day begins.
4. Stay after school every day to meet with Teacher Mentor / staff.
5. Observe their Teacher Mentor’s daybook and discuss with partner Teacher Candidate and Faculty
Mentor.
6. Do all preparation outside of class time.
7. Immediately notify their Teacher Mentor and Faculty Mentor if they are absent, and obtain written
consent from the Practica Coordinator if an absence is anticipated or requested.
8. Attend staff meetings and school functions unless otherwise directed.
9. Accompany the Teacher Mentor on supervision.
10. Give a copy of each unit plan to the Teacher Mentor to approve before teaching from it.
11. Write a complete lesson plan for each lesson taught, submit form, discuss and get approval of lesson
plan from Teacher Mentor before teaching the lesson.
12. Discuss the written lesson plan with the Teacher Mentor at least one day prior to teaching the lesson.
13. Provide a copy of the approved lesson plan each time the Faculty Mentor observes a lesson.
14. Provide their Faculty Mentor with a copy of the unit plan after it has been approved by their Teacher
Mentor.
15. Accompany the children to other classes/teachers.
16. Plan and teach two four-lesson mini-units using the unit plan template; one mini-unit must be
Mathematics, the other Science or Social Studies. Where possible, one Teacher Candidate will teach a
Social Studies mini-unit and the other Teacher Candidate will teach a Science mini-unit. The Teacher
Candidate pair may choose to co-teach an eight-lesson unit in either Science or Socials. *Lessons will be
taught consecutively by each Teacher Candidate.
17. Before practicum begins, the pair of Teacher Candidates will visit their Teacher Mentor’s classroom at
least once to perform “ice-breaker” and “get-to-know-you” games.
18. On the first day of the practicum, observe the Teacher Mentor, students, classroom routines, etc.
Bachelor of Education (Elementary)
Program Handbook 2014-2016
42
19. On the second day of the practicum, teach the whole class for up to one hour.
20. In week 1 or 2, teach one full morning and, when possible, one full afternoon (but not on the same day).
21. Must make lesson plans for all additional lessons that occur during full morning and full afternoon
sessions.
22. Be open and reflective in their discussions with Faculty & Teacher Mentors and in their journal entries.
23. Observe their Teacher Mentor's teaching methods in all subject areas.
24. Note ranges of abilities among children and how the Teacher Mentor responds to varying needs.
25. Consistently show professional behaviour and deportment.
26. Reflect on observations and experiences in two journal entries and one informal self-evaluation (due
dates to be determined by Faculty Mentor at the start of practicum).
27. Return all borrowed materials promptly, including materials from the Henry Grube Centre.
28. On the last day, meet with their Teacher Mentor to discuss their practicum.
29. Meet with their Faculty Mentor after the practicum to review the EDPR 3200 final evaluation.
30. Adhere to the B.C. Ministry of Education (Teacher Regulation Branch) Standards for the Education,
Competence & Professional Conduct of Educators in British Columbia, the BCTF Code of Ethics, and the TRU
B.Ed. Program Performance Standards and Competencies.
Teacher Mentors’ Roles and Responsibilities
During EDPR 3200, Teacher Mentors act as mentor and model for the Teacher Candidate. The foci of
discussions will be on planning and instruction, and how theory and pedagogy are integrated into practice.
On the first day of the practicum, Teacher Candidates will observe the class and work with small groups of
students or with individuals. On the second day, Teacher Candidates will teach the whole class for up to
one hour. Over the course of the two weeks, each Teacher Candidate will plan and teach a four-lesson miniunit in Mathematics, and one four-lesson mini-unit in one of Socials or Science. The Teacher Candidates,
with the guidance of their Teacher Mentor, will decide which subject area to teach besides Mathematics.
Where possible, one Teacher Candidate will teach Science, and the other Teacher Candidate will teach
Socials. To gain experience in the planning required to manage transitions between subjects, activities, and
school routines, Teacher Candidates are expected to teach one full morning and, when possible, one full
afternoon (usually not on the same day) during either week 1 or week 2. In consultation with the Teacher
Mentor, Teacher Candidates may also teach lessons in Language Arts and Physical Education.
Teacher Mentors will:
1.
Assist the Teacher Candidate in planning an appropriate workload.
2.
Discuss and approve all unit/lesson plans before Teacher Candidate teaches from them.
3.
Share feedback on a regular basis throughout the practicum.
4.
Observe most lessons taught by each Teacher Candidate, give both oral and written feedback, and
provide opportunities for Teacher Candidates to reflect.
5.
Conduct two formal observations using the Teacher Candidate Feedback Form for written feedback. (Forms
will be provided by the Faculty Mentors.)
6.
Consult with the Faculty Mentor to discuss and provide guidance on aspects of the Teacher Candidate’s
performance; for example, unit planning and presentation, classroom management, and professional
behaviour.
7.
Provide the Faculty Mentor with anecdotal notes for completion of the EDPR 3200 Final Evaluation Form.
8.
Sign the EDPR 3200 Final Evaluation Form.
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At the end of EDPR 3200, the Faculty Mentor in consultation with the Teacher Mentor will complete the
EDPR 3200 Final Evaluation Form. Both the Faculty Mentor and the Teacher Mentor sign the Final Evaluation
Form. The Faculty Mentor will meet with the Teacher Candidate following the EDPR 3200 practicum to
discuss the final evaluation.
In the event that serious concerns are raised by a Faculty Mentor or Teacher Mentor about a Teacher
Candidate's teaching performance or ability to accept professional responsibilities, a three-way conference
involving the Teacher Candidate, Teacher Mentor and Faculty Mentor should be held. In some cases, an
Interim Report will be prepared by the Faculty Mentor, Teacher Mentor, Principal or Practica Coordinator.
Copies of the Interim Report will be given to the Teacher Candidate, the Mentors and the Practica
Coordinator.
The Teacher Mentor should contact the Faculty Mentor if the match between himself/herself and the
Teacher Candidate does not seem to be appropriate.
Supplemental Practicum EDPR 3200
A Supplemental Practicum is a repeat of the EDPR 3200 practicum in a different classroom setting with a
new Teacher Mentor. A Supplemental Practicum will be required when a Teacher Candidate has three or
more elements “Not Meeting Expectations” in the three key areas (Preparation & Presentation, Classroom
Management & Organization and Professional Qualities) on the EDPR 3200 Final Evaluation Form.
The Supplemental Practicum applies to the Teacher Candidate who, at the end of the EDPR 3200 two week
practicum, has made progress but still needs more time to reach the expected level of proficiency. This
Supplemental Practicum allows a Teacher Candidate to further develop his/her skills before proceeding into
the second year of the B. Ed. Program.
The Teacher Candidate’s standing on the EDPR 3200 Final Evaluation Form will read “Supplemental (SUP)”.
Arrangements for the supplemental time will be carried out by the Year 1 Practica Coordinator. Teacher
Candidates will need to be available in May or June after Year 1, if a supplemental is required.
Note: A Supplemental Practicum is not always granted, depending on the circumstances.
Incomplete Practicum EDPR 3200
If, upon completion of a Supplemental Practicum for EDPR 3200, outstanding issues in performance still
remain (i.e. Not Meeting Expectations in key areas of the EDPR 3200 Final Evaluation Form), the Teacher
Candidate will receive a “No Credit Granted (NCG)” on the EDPR 3200 Final Evaluation Form. In this case,
the Teacher Candidate will not have the opportunity to repeat the EDPR 3200 practicum. She/he must
receive a “Complete” in order to continue in the B.Ed. program.
Faculty Mentors’ Roles and Responsibilities
During EDPR 3200, Faculty Mentors assist the Teacher Mentors in making adjustments in scheduling,
support all teachers at the school in working with Teacher Candidates, respond to questions about the TRU
program, confer with Teacher Candidates and model professionalism. Faculty Mentors also observe two
lessons per Teacher Candidate, provide oral and written feedback and consult with Teacher Mentors about
the appropriate workload for the Teacher Candidate. Faculty Mentors complete a final evaluation in
consultation with the Teacher Mentors (both the Teacher Mentor and Faculty Mentor sign the final
evaluation form). The EDPR 3200 Final Evaluation Form is shared during a post-practicum meeting that
Faculty Mentors conduct with each Teacher Candidate. Faculty Mentors are expected to attend pre- and
post-practicum meetings with the Practica Coordinator.
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Practicum III (EDPR 4100)
Course Description
The third practicum is held in Year 2 during the first three weeks of the school year. Teacher Candidates are
encouraged to spend time at their school before opening day to familiarize themselves with its layout, meet
staff and continue planning with their Teacher Mentor. This practicum centers on Teacher Candidates
learning the essential skills for “setting the tone” with a new group of students. Teacher Candidates will
teach between 1 and 2 hours per day (20-40% load). In addition, this practicum serves as an orientation to
the school, the classrooms, and the Teacher Mentor for Practicum IV (EDPR 4200), the certification
practicum. Generally, Teacher Candidates are placed with the same Teacher Mentor for both Practicum III
(EDPR 4100) and Practicum IV (EDPR 4200).
Educational Objectives/Outcomes
The purposes of the three-week school experience are to:
1.
2.
3.
4.
5.
6.
7.
Provide opportunities to observe the way schools organize and provide for instruction.
Provide opportunities to apply what has been learned in Year 1 of the Bachelor of Education course
work.
Provide opportunities to observe Teacher Mentors establishing classroom routines, behaviour
expectations and protocol at the start of the school year.
Provide opportunities for Teacher Candidates and Teacher Mentors to get acquainted and establish a
working relationship prior to undertaking the ten-week certification practicum (EDPR 4200).
Allow the Teacher Candidate to design and deliver lessons to the whole class from content area unit
plans.
Reflect on observations and experiences.
Provide planning opportunities for the Teacher Candidate to teach all subjects by the end of the tenweek practicum.
After the Faculty Mentor/Teacher Mentor orientation has occurred, Teacher Candidates are expected to
arrange a mutually convenient time to discuss with Teacher Mentors the general expectations of the school
experience and, more specifically, the curriculum areas for which they could design a unit plan.
Please note that Teacher Candidates who are absent for more than 10% of this practicum may receive a
failure (“F”) in the course. Successful completion of Practicum III (EDPR 4100) is necessary before beginning
Practicum IV (EDPR 4200).
Teacher Candidates will:
1.
Be aware of all information in this handbook.
2.
Become familiar with the school's layout, the library, resource areas, Learning Assistance Centre (LAC),
coffee fund, parking areas, emergency procedures, etc.
3.
Arrive at the school at least 30 minutes before the day begins.
4.
Remain after school every day to meet with their Teacher Mentor.
5.
Examine and compare the TM’s style of day plan/weekly plan/daybook to examples in the Appendix of
this Bachelor of Education Handbook 2014-2016.
6.
In week 1, send home a letter of introduction to children’s parents/guardians.
7.
Do all preparation outside of class time.
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8.
Immediately notify their Teacher Mentor and Faculty Mentor if absent and obtain written consent from
the Practica Coordinator if an absence is anticipated or requested.
9.
Observe and reflect upon the way Teacher Mentors establish classroom routines, organize for
instruction, and assess students’ abilities during the busy September “start-up” period.
10. Develop an understanding of school culture and the roles of various members of the school community;
observe parent-teacher interaction.
11. Apply knowledge, skills, and attitudes developed in previous course work and practica.
12. Demonstrate a beginning ability to link theory and practice.
13. Develop an awareness of the need for practice in lesson and unit planning, incorporating B.C. Ministry
of Education IRPs and Standards.
14. From week one to week three, increase the teaching time from 1 – 2 hours per day (20 – 40% load). (The
Teacher Candidate must be teaching the whole class during this time.)
15. Give a copy of one unit plan and the first two (2) lesson plans to their Teacher Mentor for approval
before they begin to teach.
16. Lessons taught outside of units must be written and approved by TM and FM. Single lessons will be
taught in various curricular areas in order to maintain teaching hours.
17. Provide the Faculty Mentor with a copy of their lesson plans and unit plan after they have been
approved by their Teacher Mentor.
18. Discuss and obtain approval for a written lesson plan with the Teacher Mentor at least one day prior to
teaching a lesson.
19. Each time the Faculty Mentor conducts a formal observation, provide a copy of the completed lesson
plan by 6 p.m. the night before the lesson.
20. Attend staff meetings, professional days and school functions unless otherwise directed.
21. Accompany the Teacher Mentor on supervision.
22. Accompany the children to other classes/teachers.
23. Be open and reflective in their discussions with Mentors and in their journal entry. Include critical
incidents and significant events that may have happened in class.
24. Observe their Teacher Mentor's teaching methods in all subject areas.
25. Observe in a variety of classrooms and grade levels.
26. Critique various forms of positive and effective classroom management strategies and behaviour
intervention techniques in a journal once per week.
27. Consistently show professional behaviour and deportment.
28. Discuss the possible units/themes/topics to be taught during the ten-week practicum (EDPR 4200) so
that all subjects are taught by the end of EDPR 4200.
29. Discuss themes/topics for the Learning Centre required in the ten-week practicum (EDPR 4200).
30. Return all borrowed materials promptly, including those materials belonging to the Henry Grube
Centre and/or other school district Teacher Resource Centres.
31. Meet with their Teacher Mentor on the last day of practicum to review feedback and prepare for the tenweek practicum (EDPR 4200).
32. Toward the end of week 3, Teacher Candidates will meet with their Faculty Mentor to review the final
evaluation.
33. Provide an informal self-evaluation at the practicum’s conclusion through journaling/other.
34. Develop respectful and professional working relationships with school-based professionals and peers.
35. Demonstrate professionalism and adhere to the B.C. Ministry of Education (Teacher Regulation Branch)
Standards for the Education, Competence & Professional Conduct of Educators in British Columbia, the BCTF
Code of Ethics, and the TRU B.Ed. Program Performance Standards and Competencies.
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Teacher Mentors’ Roles and Responsibilities
During EDPR 4100, Teacher Mentors begin the process of acting as mentor and model for the Teacher
Candidates. The major goal of EDPR 4100 is for Teacher Candidates to observe the ways in which Teacher
Mentors establish classroom routines and set the tone for the year ahead. Teacher Candidates will need to
observe not only the Teacher Mentors' classrooms but other Teacher Mentors in classrooms as well. Teacher
Candidates may need assistance from Teacher Mentors in setting up observational opportunities in other
classrooms. The foci for discussions between Teacher Candidates and Teacher Mentors will be on classroom
management, rules, routines and how students participate in designing classroom protocol.
Teacher Mentors will:
1.
Provide Teacher Candidates with their general expectations of the school experience.
2.
Assist in the planning of an appropriate workload for the Teacher Candidate.
3.
Support Teacher Candidates to teach 20% of the Teacher Mentor’s load by the end of week 2 (1 hour
per day) and 40% by the end of week 3 (2 hours per day). Teacher Candidates must be teaching 2
hours per day by the end of the practicum in order to be ready for EDPR 4200 (Practicum IV).
4.
Decide on a curriculum area for which the Teacher Candidates can design a unit plan (7 lessons).
5.
Lessons taught outside of the unit plan in #4 (above) must be written and approved by TM and FM.
Single lessons will be taught in various curricular areas in order to maintain teaching hours.
Share feedback on a regular basis throughout the practicum.
6.
7.
Observe most lessons taught by each Teacher Candidate, give both oral and written feedback, and
provide opportunities for Teacher Candidates to reflect (see Suggested Areas to Observe and
Observation Feedback Cycle).
8.
Conduct three (3) formal observations over the three week practicum using the Teacher Candidate
Feedback Form. (Forms will be provided by the Faculty Mentors).
9.
Consult with the Faculty Mentor to discuss and provide guidance on aspects of the Teacher
Candidate’s performance; for example, unit planning and presentation, classroom management,
and professional behaviour.
10. Discuss assessment and evaluation.
11. Discuss teaching assignments and the Learning Centre requirement for Practicum IV (EDPR 4200),
including topics and themes for which the Teacher Candidate will be responsible and expectations
concerning the Teacher Candidate’s day-to-day responsibilities.
12. Teacher Candidates should leave EDPR 4100 with the first three (3) units of EDPR 4200 known, so
that they may plan the units before EDPR 4200 begins.
13. Before leaving EDPR 4100, the Teaching Load Form should be discussed, as it will be finalized by the
end of Week Two of EDPR 4200.
14. Provide the Faculty Mentor with anecdotal notes for completion of the Final Evaluation Form.
15. Sign the Final Evaluation Form.
At the end of EDPR 4100 the Teacher Mentor and Faculty Mentor share observations about the Teacher
Candidate’s progress. The Faculty Mentor will complete the EDPR 4100 Final Evaluation Form. Both the
Teacher Mentor and Faculty Mentor will sign the Final Evaluation Form. The Faculty Mentor will meet with
the Teacher Candidate following the EDPR 4100 practicum to discuss the final evaluation.
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In the event that serious concerns are raised by a Faculty Mentor or Teacher Mentor about a Teacher
Candidate’s teaching performance or ability to accept professional responsibilities, a three-way conference
involving the Teacher Candidate, Teacher Mentor and Faculty Mentor will be held. Usually a mutual
understanding can be reached. In some cases, an Interim Report will be prepared by the Faculty Mentor,
Teacher Mentor, Principal or Practica Coordinator. Copies of the Interim Report will be given to the Teacher
Candidate, the Mentor and the Practica Coordinator. The Teacher Mentor should contact the Faculty
Mentor if the match with the Teacher Candidate does not seem to be appropriate.
Although our program is committed to the continuity of appropriate placements, we do realize that the
needs of individual teachers and districts change. Occasionally, a Teacher Mentor is unable to continue in
the role for the ten-week practicum. If this situation occurs, please contact the Practica Coordinator, as soon
as possible, so that a new placement can be found.
Faculty Mentors’ Roles and Responsibilities
During Practicum III (EDPR 4100), Faculty Mentors assist the Teacher Mentors in making adjustments in
scheduling, support all Teacher Mentors at the school in working with Teacher Candidates, respond to
questions about the TRU program, confer with Teacher Candidates and model professionalism. Faculty
Mentors also observe two lessons per Teacher Candidate, provide oral and written feedback, and consult
with Teacher Mentors about the appropriate workload for the Teacher Candidate. Faculty Mentors, in
cooperation with the Teacher Mentors, complete the EDPR 4100 Final Evaluation Form. This is shared during
the post-practicum debriefing meeting that Faculty Mentors conduct with each Teacher Candidate.
The Observation Feedback Cycle (for Practicum III and IV)
Suggestions for Teacher Mentors and Faculty Mentors
Pre-Conference Session (this may take place in person before the lesson or by Skype, phone or email prior to the lesson):
Has the Teacher Candidate described the plan for the lesson (and provided a copy of the lesson plan)?
Can the Teacher Candidate identify the student learning objectives?
Is the Teacher Candidate ready for the lesson with materials, resources, back-up plans, etc.?
How does the Teacher Candidate want data to be collected?
Some possible methods of data collection:
During the lesson:
Pictorial:
Teacher movement in the classroom, student "on task" behaviour tally, verbal flow
(questions, feedback, comments, etc.)
Verbatim:
record of control statements
record of directions
record of positive feedback
A timed record to reflect lesson pacing
A general wide-angle list of positives, questions and suggestions
A video-tape of the lesson for the Teacher Candidate to watch and self-evaluate (EDPR 4200 only)
An audio-tape of the lesson
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Post-Conference Session: After the lesson, the TM and FM should debrief with the TC. This should occur in person at
the school immediately following the lesson. In some cases, this is not possible, so a post-conference session may occur
by Skype, phone or email as soon as convenient post-lesson.
How does the Teacher Candidate feel about the lesson? What did she or he like?
Tell what you liked about the lesson.
Share your data and ask the Teacher Candidate to interpret the data.
How does the data compare to the Teacher Candidate's perception of the lesson?
Give helpful suggestions.
Suggestions for Teachers Candidates
Be ready to discuss the following:
Pre-Conference:
Your learning objectives: What will the children learn, how will you know learning has taken place?
Your procedure and materials: How will the lesson develop?
Your unit plan: How does this lesson develop from previous learning? What will likely occur in the next
lesson?
Post-Conference:
Your feelings about the lesson: What went well and what would you change?
Did you reach your learning objectives?
How will you plan the next lesson?
Supplemental Practicum EDPR 4100
A Supplemental Practicum is a repeat of the EDPR 4100 practicum in a different classroom setting with a
new Teacher Mentor. The Supplemental Practicum applies to the Teacher Candidate who, at the end of the
EDPR 4100 three week practicum, has made progress but still needs more time to reach the expected level of
proficiency. This Supplemental Practicum allows a Teacher Candidate to further develop his/her skills
before proceeding onto EDPR 4200 (the 10 week practicum).
The Teacher Candidate’s standing on the EDPR 4100 Final Evaluation Form will read “Supplemental (SUP)”.
Arrangements for the supplemental time will be carried out by the Year 2 Practica Coordinator.
Note: A Supplemental Practicum is not always granted, depending on the circumstances.
Incomplete Practicum EDPR 4100
If, upon completion of a Supplemental Practicum for EDPR 4100, outstanding issues in performance still
remain (i.e. Not Meeting Expectations in key areas of the EDPR 4100 Final Evaluation Form), the Teacher
Candidate will receive a “No Credit Granted (NCG)” on the EDPR 4100 Final Evaluation Form. In this case,
the Teacher Candidate will not have the opportunity to repeat the EDPR 4100 practicum. She/he must
receive a “Complete” in order to continue in the B.Ed. program.
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Practicum IV (EDPR 4200)
Course Description
The ten-week certification practicum provides Teacher Candidates with opportunities to demonstrate that
they are capable of assuming the responsibilities expected of an enrolling teacher. Teacher Candidates who
have successfully completed the ten-week practicum will have demonstrated that they can independently
plan, implement and evaluate instruction over a substantial period of time at standards expected of
beginning teachers. Teacher Candidates will teach units in all subject areas in the elementary school
curriculum. The emphasis of this practicum is cross-curricular unit planning with an arts focus or approach.
Courses of study for Year 2, Term 1 focus on the Arts (the “Arts Semester”). Within and across each content
area strategies for teaching and learning will include discrete elements and principles within each art area,
as well as integration across arts disciplines. Instructors in the “Arts Semester” will collaborate in various
ways in the planning and teaching of courses, modelling for the Teacher Candidates this important aspect of
professional collegiality.
During ten-week practicum, Teacher Candidates are expected to design and implement units in all
curriculum areas. In earlier practica, foci have been Language Arts, Mathematics, Science and Social Studies
(the methods courses for Year 1, Terms 1 and 2). For Practicum III (EDPR 4100), the focus is on classroom
management, routine setting and relationship building. In Practicum IV (the certification practicum), the
foci include integration of appropriate aspects of all coursework over the program, as well as arts infusion
into as much of the curriculum as effective. Thought should be given to the strengths an arts-based
perspective brings to teaching and learning, including supporting Universal Design for Learning (UDL),
Differentiated Instruction (DI), and sensory regulation.
Extracurricular Involvement for Teacher Candidates in EDPR 4200 Practicum
The TRU Bachelor of Education program encourages the involvement of the Teacher Candidates in
extracurricular activities at the school while they are completing their certification (EDPR 4200) practicum,
however, please ensure that the involvement is not at the expense of the TC’s teaching preparation and teaching
performance. TCs may coach, coordinate and run programs, yet it is best if they act as assistants to teachers
in the school, rather than taking on activities independently. TCs are not permitted by law to take students
out of the school without a supervising teacher, so league games, field trip out of school related activities
must include a supervising teacher from the school. The Teacher Candidates can have very positive and
enriching experiences when they are assisting other teachers in the school when running extracurricular
programs. The faculty want to protect and prevent Teacher Candidates from being over extended while
they have significant stress already on them to meet the expectations of the certification practicum for the
Teachers’ Regulation Branch (TRB), BC Ministry of Education.
Objectives
Course work and school experiences in the Bachelor of Education Program are designed to enable Teacher
Candidates to reach satisfactory levels in the areas below.
Professional Qualities
Enthusiasm for teaching and learning
Subject-matter knowledge and intellectual ability
Initiative/ Adaptability/ Flexibility
Respectful of colleagues, parents, children
Dependable and punctual
Bachelor of Education (Elementary)
Instructional Functions
Clarity
Motivation and introduction
Explaining/Demonstrating
Questioning/Distribution/Wait Time
Questioning/Clarity/Succinctness
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Assumes role of teacher
Collaborative and co-operative
Maintains professional plans and records
Accepts advice and suggestions
Observant, reflective and self-evaluative
Planning
Goals/Objectives/Curriculum intentions
Rationale
Knowledge of specific topics for instruction
Logical and sequential organization of ideas
Integration across subjects where appropriate
Resources and learning materials
Assessment and evaluation
Time allocation
Learner centered
Provides for individual differences
Variety of teaching strategies
Maximizes student success/Active participation
Monitoring
Emergency and safety procedures
Reviewing/Reteaching/Refocusing
Illustrating with examples
Individual and group work
Provides for practice
Student involvement/Engagement
Pacing and momentum
Listens and responds to students' ideas
Checks for understanding/Probing
Closure
Classroom Management and Relationships
with Students
Rapport and empathy
Assessment and evaluation
Creates a climate for mutual respect
Consistent and fair rules
Gains and maintains attention
Encourages student responsibility
Directions
Transitions
Communication Skills
Listens and responds
Volume inflection and tone of voice
Gestures, proximity and eye-contact
Grammar, word-choice and fluency
Mechanics of writing and organization of ideas
Guiding Principles
The following principles are intended to provide guidance for the certification practicum:
1.
Prior to undertaking the certification practicum, Teacher Candidates should engage in a variety of
activities designed to ensure successful completion of the practicum.
2.
Teacher Candidates should have a practicum of sufficient duration to enable them to demonstrate that
they can independently plan, implement and evaluate instruction in the manner expected of a
beginning teacher.
3.
Teacher Candidates' immersion into the responsibilities of teaching should be gradual, permitting
students to assume increasing responsibility as they demonstrate proficiency at their current levels.
4.
Within the framework of the certification practicum, Teacher Candidates should have a variety of
teaching and observational experiences.
5.
Because of the pivotal part they play in the preparation of Teacher Candidates for the profession,
Faculty and Teacher Mentors should, themselves, be specially prepared for their responsibilities.
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6.
Teacher Candidates should be involved in the assessment of their own teaching practice.
7.
The practicum should provide opportunities for Teacher Candidates to reflect systematically and
analytically upon teaching in a professional and educational community.
Although time for reflection is at a premium for practicing teachers, it is regarded as important for
beginning teachers and is a feature of all practicum experiences for TRU Teacher Candidates. In order for
Teacher Candidates to become proficient at planning, implementing instruction and managing the class,
they need both time to reflect and time to discuss their reflections. Teacher and Faculty Mentors play an
important role in encouraging Teacher Candidates to become autonomous and independent professionals
through reflection.
Attendance Policy EDPR 4200
In Practicum IV (EDPR 4200 - the 10-week certification practicum):




Absences due to illness of four consecutive days or more require a medical certificate.
Teacher Candidates whose absences exceed six and one-half (6.5) days normally receive a failing
grade for the practicum.
Teacher Candidates may submit a written request to the Practica Coordinator for absences due to
personal reasons. An objection to a Teacher Candidate’s absence from the Teacher Mentor, Faculty
Mentor, or school principal, will likely result in the request being denied.
Teacher Candidates may be required to extend the practicum, making up the number of days
missed due to absences.
In the ten-week certification practicum, Teacher Candidates are expected to:
1. Demonstrate the effective use of a variety of teaching methods and strategies
2. Maintain professional plans and records
3. Prepare effective lesson plans, unit plans, and cross-curricular units
4. Integrate the arts into the content of lessons as appropriate
5. Use proactive classroom management and organization strategies
6. Use an array of resources and learning materials
7. Integrate assessment and evaluation in each lesson
8. Differentiate instruction to meet diverse learning needs of students, and maximize student
success/active participation.
9. Arrive at least 30 minutes before the start of the school day.
10. Stay every day after school to meet with the Teacher Mentor and/or staff.
11. Follow the children to other classes/teachers rather than staying with the Teacher Mentor, and observe
teachers in other classrooms.
12. Immediately notify the Teacher Mentor (TM) and Faculty Mentor (FM) if absent.
13. Attend all staff meetings, professional days, and school functions unless otherwise directed.
14. Accompany the Teacher Mentor on supervision.
15. Do all preparation outside of class time.
16. Make appropriate use of various kinds of teaching materials, teaching aids and district resources.
17. Participate in discussions about how feedback and evaluation will proceed.
18. Incorporate TM and FM feedback into units and lessons.
19. Discuss difficulties with Teacher Mentor and Faculty Mentor, as soon as they arise. Seek to understand
comments noted by Teacher Mentor and/or Faculty Mentor and ask for clarification where necessary.
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20. In the case of serious concerns, discuss and seek to understand fully the feedback from Teacher Mentor
and Faculty Mentor and seek clarification of the content of an Interim Report.
21. Keep the Teacher Mentor and Faculty Mentor apprised of any developments in the classroom program,
as well as any changes, cancellations or alternative arrangements in schedule.
22. Engage in self-reflective activities regarding all aspects of teaching methods and school participation.
23. Invite observations, comments, criticisms, and suggestions for improvement.
24. Make note of and reflect upon successful methods and styles.
25. Acknowledge and reflect upon areas of difficulty.
26. Demonstrate peer collaboration and cooperation.
27. Participate actively in structured pre- and post-conferences related to formal observations
28. Actively participate in the overall school program.
29. Write a reflective journal once per week and hand in by Saturday evening of each week to FM.
Teaching Load Schedule
Week
1
2
3
4
5
6
7
8
9
10
(4-5 hrs./day)
Teaching
Time
(3-3.5 hrs./day)
(1.5 – 2
hrs./day)
1 week
30%-40%
(2-3 hrs./day)
2 weeks
40%-60%
2 weeks
60%-70%
5 weeks
80% - 100%
During Weeks 1 - 5 of the EDPR 4200 Practicum, Teacher Candidates will:
1.
Assume an increasing teaching load as outlined in the handbook on the Teaching Load Schedule
(above). Week 1 Teacher Candidates will teach at 30 – 40% load (1.5 – 2 hours per day). Week 2 and 3
Teacher Candidates will teach at 40 – 60% load (2 – 3 hours per day). Weeks 4 and 5 Teacher Candidates
will teach at 60 – 70% load (3 – 3.5 hours per day).
2.
In collaboration with the Teacher Mentor, complete the EDPR 4200 Practicum Teaching Load Form and
give a copy to the Faculty Mentor by the end of week 2.
3.
In the first two weeks, attend and participate in a three-way conference arranged to clarify the objectives
of the practicum and the expectations of Teacher Candidates, Teacher Mentors and Faculty Mentors.
4.
Teacher Candidates will plan and teach a unit in every subject area in the Year 2 practicum. Unit plans
must be completely drafted and approved by the Teacher Mentor before instruction begins. Completed
units are to be emailed to the Teacher Mentor first, and once necessary revisions have been made, are
then to be emailed to the Faculty Mentor for their review. At least three (3) completed unit plans must
be submitted to the Mentors before Day 1 of EDPR 4200. If 3 completed units are not ready for Day 1
of EDPR 4200, TCs will not be able to start teaching. It is expected that adjustments will occur as units
are taught. Units may be planned using the "integrated" or "theme" approach.
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5.
For the first 2 weeks, write a complete lesson plan for every lesson taught until such time as the mentors
gauge that lesson plans, in written form, are no longer required. Every lesson should be grounded
within a unit plan. Some Teacher Candidates may be required to write lesson plans for more than 2
weeks in some subject areas.
6.
Maintain a binder of unit/lesson plans and make it available to Teacher Mentors and Faculty Mentors.
7.
Before teaching a subject area, give a copy of each unit plan to the Teacher Mentor and discuss each
lesson plan with the Teacher Mentor at least one day prior to teaching the lesson.
8.
By the end of Week 5, one unit plan will be completed in each curriculum area. Integrated units may
include more than one curriculum area.
9.
Provide a detailed lesson plan to the Faculty Mentor at least one day before the scheduled formal
observation. Faculty Mentors will be provided with a complete unit plan before TCs begin teaching.
10. Create a learning centre which is related to a unit plan and is used by the children for at least one week.
It will be reviewed "in action" by the Faculty Mentor.
The Learning Centre for EDPR 4200 - There is a variety of names for centres of which stations, work
stations and activity centres are examples. Centres provide a variety of independent learning
experiences with a range of difficulty levels to reinforce and/or extend learning. They are in a defined
space, are engaging, have specific goals, are self-monitoring and encourage student choice. Centre time
is scheduled and can also be an extension activity for early finishers. Students are expected to complete
all or a majority of the activities.
11. Approach the school principal for the EDPR 4200 Practicum (early in the practicum) to arrange for
him/her to observe you.
12. If possible, Teacher Candidates will organize and execute a field trip, including permission forms,
transportation, payment, and programming.
Week 5 Mid-term Evaluation
1.
The Teacher Candidate will complete a self-evaluation using the EDPR 4200 midterm evaluation
checklist.
2.
TMs and FMs will each complete their own evaluation of the TC using the EDPR 4200 midterm
evaluation checklist.
3.
The mid-term triad meeting (TC/TM/FM) will take place in Week 5. There are no formal observations in
Week 5. This is a formative assessment discussion where all three people discuss areas of strength and
areas needing growth.
During Weeks 6 – 10, the Teacher Candidate will:
1.
Maintain a teaching load of 80% - 100% (4 – 5 hours per day) for five consecutive weeks, which normally
begins in week 6. The Teacher Candidate must be teaching the whole class during this time. Teacher
Candidates may start the 80 - 100% teaching load at Week 4, 5, or 6, as determined by the Faculty Mentor
and Teacher Mentor.
2.
Maintain a daybook, which documents daily teaching responsibilities (not those of the Teacher Mentor)
and contains sufficient information for a TTOC. The daybook must be current and available whenever
requested. Show this to their Faculty Mentor each time he/she visits. The daybook should be left in the
classroom prepared for the following day.
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3.
Organize and maintain an Assessment Binder - up-to-date records of childrens’ performance in all subject
areas taught by the Teacher Candidate must be available at all times, for the Teacher Mentor to access as
needed.
4.
Where possible, be involved in the planning, teaching to, and reporting on Individual Education Plans
(IEPs) for students with exceptionalities.
5.
Where possible, participate with and/or observe the Learning Assistance Teacher (LAT) to learn how
adaptations/modifications are implemented for students on IEPs.
6.
Videotape a complete lesson, if interested or requested by the FM. Review the tape with the FM then
erase it. (Ensure a permission form is signed by parents/guardians.)
7.
Demonstrate professionalism and adhere to the B.C. Ministry of Education (Teacher Regulation Branch)
Standards for the Education, Competence & Professional Conduct of Educators in British Columbia, the BCTF
Code of Ethics, and the TRU B.Ed. Program Performance Standards and Competencies.
8.
Maintain a consistently high level of professionalism and participation in school activities.
9.
Return all student work and provide the Teacher Mentor with student marks.
10. Collaborate with the Teacher Mentor in assessing and reporting on the progress of all students in the
classroom, and shows evidence of individual or collaborative compilation of report cards for students of
varying ability levels. (Minimum 5 report cards must be completed by TC).
11. In preparation for Week 10 triad meeting, complete a final self-evaluation to be shared at triad meeting
(e.g. journal entry, reflective paper, other).
12. During Week 10, TC takes part in a final triad meeting arranged by Faculty Mentor. This is the
summative evaluation of the Certification Practicum.
13. Return all borrowed materials at the end of the practicum, including those belonging to the Henry
Grube Centre and/or other school district Teacher Resource Centres.
Teacher Mentors’ Roles and Responsibilities
Teacher Mentor will:
1.
Seek clarification about the TRU program, its objectives and procedures.
2.
Provide workspace, monitor Teacher Candidate's initial work in the classroom and write observation
reports with appropriate balance of praise and suggestions.
3.
Build Teacher Candidate's workload based on the certification practicum teaching load schedule.
4.
Provide advice, on request, to the Teacher Candidate regarding unit/lesson planning.
5.
Within the first two weeks, attend a three-way conference arranged by the Faculty Mentor to clarify the
objectives of the practicum and the expectations of the Teacher Candidate, other Teacher Mentors and
the Faculty Mentor, and discuss evaluation forms.
6.
In cooperation with the Teacher Candidate, complete the Teaching Load Form by the end of Week 2.
7.
Check and approve unit plans for appropriateness and completeness before allowing the Teacher
Candidate to begin teaching from them.
8.
Regularly check lesson plans for completeness and appropriateness.
9.
Regularly discuss and monitor assessment and evaluation.
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10. Maintain contact and confer with the Faculty Mentor about the practicum learning objectives and foci of
observations in the Teacher Candidate’s teaching.
11. Observe the Teacher Candidate as frequently as time permits, providing formal written feedback once
per week, using the Teacher Candidate Feedback Form. Conduct pre- and post-conference sessions with the
Teacher Candidate when completing a formal observation.
12. Document any concerns and suggestions to the Teacher Candidate using the same form. Communicate
concerns with the Faculty Mentor and the Teacher Candidate as soon as they arise.
13. Uses the EDPR 4200 Evaluation Form as a guide for oral and written feedback.
14. In Week 5, take part in a mid-term triad (Faculty Mentor, Teacher Mentor and Teacher Candidate) to
review the Teacher Candidate’s performance (formative assessment).
15. Provide guidance and information (on request) to the Teacher Candidate regarding any aspect of
professional behaviour, attitude or deportment.
16. Contact the Practica Coordinator to discuss unresolved concerns or to seek another opinion.
17. Give the Teacher Candidate progressively more work and more responsibility as outlined on the EDPR
4200 Teaching Load Form.
18. Offer guidance and advice about planning and teaching techniques.
19. In the case of serious concerns where the TC is ‘Not Meeting Expectations’, in cooperation with the
Faculty Mentor and Practica Coordinator, complete an Interim Report Form specifying clearly the nature
of serious concerns, suggestions for improvement, and consequences if improvement does not occur.
20. Review evaluation procedures with the Faculty Mentor; seek clarification, if pertinent, about a
practicum termination, an incomplete standing, or a recommendation for a supplemental practicum.
21. Use the data collected as input for the Teacher Candidate’s summative evaluation. (In cooperation with
the Teacher Mentor, the Faculty Mentor writes the summative evaluation using EDPR 4200 Final
Evaluation Form.)
22. Recommend a Complete or No Credit Given standing for the Teacher Candidate for the practicum.
23. Attend the final evaluation triad in Week 10.
24. Assist the Teacher Candidate to transfer back teaching responsibilities to the Teacher Mentor and helps
with making the appropriate transitions.
The following guidelines may be helpful when preparing for the role of a Teacher Mentor.
Relationship Building
1.
Get to know the Teacher Candidate. Endeavour to create a warm, friendly working relationship.
2.
Know specific strengths and needs of your Teacher Candidate. What does he or she need to know and
understand about you to help ensure a successful working partnership?
3.
Be a listener. Be empathetic, patient, and encouraging. Provide opportunities for the Teacher
Candidate to discuss what was learned in coursework on campus.
4.
Introduce the Teacher Candidate to your class as "teacher" and refer to the Teacher Candidate by his/her
surname.
5.
Help your Teacher Candidate understand how to become a welcome and participating member of your
school staff.
6.
Maintain open communication and consultation with the Faculty Mentor.
7.
Ensure that the match between the Teacher Candidate and yourself/your class is appropriate. If not,
raise concerns with the Faculty Mentor and/or the Practica Coordinator.
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Modeling
1.
2.
3.
Demonstrate good professional practice in your planning, teaching and evaluating.
Be prepared to discuss ethical and professional issues of the B.C. Ministry of Education (Teacher
Regulation Branch) Standards for the Education, Competence & Professional Conduct of Educators in British
Columbia and the BCTF Code of Ethics. Teachers Candidates may be anxious about these topics and need
reassurance, guidance and modeling.
Model reflective teaching practice: talk, think out loud, share professional reading, discuss the reasons
for the decisions you make.
Supervising
1.
2.
3.
4.
5.
6.
7.
Engage in regular, appropriate, systematic use of the observation and feedback cycle. Provide formal
written feedback at least once a week (more is helpful particularly in the earlier stages of development
or when there are concerns).
Ensure that the Teacher Candidate engages consistently in both short-term and long-term planning.
Advise and judiciously assist your Teacher Candidate with planning, assessment and evaluation as
required.
Meet frequently and regularly with the Teacher Candidate to establish effective routines and
expectations for students in the class.
Monitor your Teacher Candidate's classroom teaching performance and gradually increase the
workload and responsibility for the classroom as outlined in this handbook. Consult with the Teacher
Candidate and with the Faculty Mentor in making this decision.
Collaborate with other Teacher Mentors and the staff as a whole to provide support and professional
development for your Teacher Candidate.
Review and approve each complete unit plan before the Teacher Candidate starts teaching from it.
Evaluating
1.
2.
3.
4.
Discuss growth areas with the Teacher Candidate. Use the information gained from assessment to set
goals or to identify foci for future observation.
Guide the Teacher Candidate in self-assessment on a regular basis.
Keep a portfolio or file of your Teacher Candidate's growth and progress.
Provide constructive feedback in one or two areas of teaching (e.g., lesson planning, classroom
management, student rapport, instructional techniques, questioning, assessment) during each weekly
formal observation. Include strategies of how the Teacher Candidate may improve in the area on the
Teacher Candidate Feedback Form. Discuss areas for improvement with the Teacher Candidate. Highlight
and articulate strengths of Teacher Candidate using the weekly Teacher Candidate Feedback Forms.
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Faculty Mentors’ Roles and Responsibilities
1.
Ensure Teacher Candidates are familiar with the Protocol for TRU Teacher Candidates.
2.
Resolve any initial difficulties, misconceptions and anxieties for Teacher Mentor or Teacher Candidate.
3.
Within the first two weeks, arrange a three-way conference to clarify the objectives of the practicum and
the expectations of the Teacher Candidate, the Teacher Mentor and the Faculty Mentor.
4.
Discuss the evaluation forms and procedures.
5.
Monitor the Teacher Candidate's work in the classroom.
6.
Conduct half-day mid-semester seminar (Week 4 or 5). May include: guest speakers, pro-D session, or
other support for Teacher Candidates’ learning.
7.
Regularly assess the Teacher Candidate's lesson and unit plans for appropriateness and completeness.
8.
Maintain regular contact with each Teacher Mentor to ensure that satisfactory progress of the Teacher
Candidate is taking place and that the teaching load follows TRU guidelines.
9.
Give appropriate, written feedback after each observation, using the Teacher Candidate Feedback Form;
retain a copy and distribute other copies to Teacher Mentor, Teacher Candidate and Teacher
Candidate’s file.
10. Beginning in Week 2, conduct pre- and post-conferences and formal observations with each Teacher
Candidate once every 8 – 10 school days.
11. Schedule and facilitate a triad conference for Week 5 with the Teacher Mentor and the Teacher
Candidate to share the mid-term formative evaluation highlights regarding the Teacher Candidate’s
strengths and areas needing improvement.
12. In the case of serious concerns about the Teacher Candidate, in cooperation with the Teacher Mentor
and Practica Coordinator, write an Interim Report Form outlining clearly the specific concern, suggestions
for improvement, and consequences if the concern is not overcome to the satisfaction of both mentors
within a specified time frame.
13. Demonstrate good professional practice in planning, teaching and evaluating.
14. Be prepared to discuss ethical and professional issues outlined in the B.C. Ministry of Education
(Teacher Regulation Branch) Standards for the Education, Competence & Professional Conduct of Educators in
British Columbia and the BCTF Code of Ethics. Teacher Candidates may be anxious about these topics and
need reassurance, guidance and modeling.
15. Model reflective teaching practice: talk, think out loud, share professional reading, and discuss the
reasons for decisions made.
16. Periodically report to the Practica Coordinator on Teacher Candidates’ progress and immediately
communicate concerns of a serious nature.
17. Conduct a half day professional development seminar in Week 4 or 5 (TCs are removed from teaching
duties). Time, place and presenters to be arranged by FM.
18. Continue to observe and to assist each Teacher Candidate in his/her charge.
19. Review the evaluation procedures with each Teacher Mentor and Teacher Candidate.
20. With input from the Teacher Mentor, write the final summative evaluation using the EDPR 4200 Final
Evaluation Form.
21. Arrange and conduct a triad meeting in Week 10 to discuss the Teacher Candidate’s final report.
22. Provide each Teacher Candidate with the summative (final) report and provide the Teacher Mentor
with a copy.
23. File copies of all reports and observations in each teacher Candidate’s file in the School of Education
Practica Office (confirm with Nan Stevens if location for filing will still be AE 364).
24. Attend a Post- practicum debriefing meeting with the Practica Coordinator.
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Suggestions for Faculty Mentors
The Faculty Mentor is the liaison or link between:
1.
2.
3.
4.
The school and TRU
Teacher educators in the school and at TRU
Theory and practice
The Teacher Candidate and the Teacher Mentor
The Faculty Mentor's role includes:
Communicating
1.
2.
3.
Communicate clearly the expectations and evaluation procedures for all involved.
Bring Teacher Mentors together to discuss questions, issues, problems, and solutions.
Communicate regularly with school administrators.
Supporting Teacher Mentors and Teacher Candidates
1.
2.
3.
4.
5.
6.
7.
8.
9.
Provide support and guidance.
Participate in three way meetings.
Collaborate and consult in decision-making.
Facilitate transition from TRU to the classroom for the Teacher Candidate.
Ensure immersion into responsibilities is gradual.
Listen, discuss, question, counsel.
Be available on a regular basis for individual and group needs.
Provide resources for growth and progress of the Teacher Candidate.
Provide opportunities for professional development.
Supervising and Evaluating
1.
2.
3.
4.
5.
6.
Engage in regular, appropriate, systematic use of the observation/feedback cycle.
Provide formal written feedback every 8 – 10 school days.
Monitor and judiciously assist Teacher Candidates with planning especially in initial stages.
Guide the Teacher Candidate in self-assessment.
Meet with Teacher Candidate and Teacher Mentor at mid-term to review Teacher Candidate's
performance.
Use data from observations and conferences to compile mid-term and final reports.
Suggestions for School Administrators
The school administrator can play an important role for Teacher Candidates by:
Communicating
1.
2.
3.
Communicating with Teacher Candidates particularly in regard to school philosophy and procedures
for handling difficult students.
Helping Teacher Candidates understand how to become contributing members of school staff.
Communicating with Teacher Mentors and Faculty Mentors as practicum progresses.
Supporting
1.
2.
Teacher Mentors and Teacher Candidates by problem solving, facilitating, modeling, observing.
School administrators are often called upon when an interim report is issued to a Teacher Candidate
and/or an issue arises which may need the involvement of the school administrator.
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EDPR 4200 Assessment and Evaluation – Formative and Summative
Meetings – both formal and informal, and two-way and three-way should take place throughout the
practicum. Informal meetings usually refer to casual conversations that occur before and after lessons, as
well as discussions between mentors. Formal meetings suggest arranged times and places, definite meeting
aims and objectives, and freedom from distractions.
A. Two-Way Meetings:
1.
Two-way meetings between Teacher Mentor and the Teacher Candidate, and between the Faculty
Mentor and the Teacher Candidate, should be held frequently throughout the practicum.
2.
The Teacher Mentor and the Faculty Mentor should also have informal meetings frequently during the
practicum.
3.
Formal pre-observation and post-observation meetings should take place at least weekly between the
Teacher Candidate and the Teacher Mentor, and every 8 – 10 teaching days between the Teacher
Candidate and the Faculty Mentor. The Teacher Candidate and the Faculty Mentor can also preconference by telephone prior to the Teacher Candidate’s lesson.
B. Three-Way Meetings:
Three-way meetings, involving the Teacher Candidate, the Teacher Mentor and the Faculty Mentor, should
be held from time to time during the practicum. Such meetings help to clarify objectives and resolve
individuals' concerns. They also provide a unified approach to the advice and help offered to the Teacher
Candidate.
C.
Mid-term Practicum Meeting (Week 5): Formative Evaluation of Teacher Candidate
1.
A three-way mid-term practicum meeting will be held midway through EDPR 4200. The Faculty
Mentor should take the lead in organizing this meeting so that all members of the practicum
supervisory team can be present.
2.
A written evaluation report (EDPR 4200 Evaluation Form–Midterm Report) about the Teacher Candidate's
recent teaching is prepared by the Faculty Mentor in consultation with the Teacher Mentor. In addition,
the Teacher Candidate prepares an informal self-assessment (reflective journal, short paper, poetry,
piece of artwork/other). The two completed forms become the focus for discussion at the mid-term
meeting. The Teacher Candidate, at the end of such a meeting, should have a clear idea how he or she is
progressing in the practicum and what areas he or she needs to improve in immediately and/or by
practicum's end. The Yes column of this evaluation states that expectations for the mid-point of the
practicum have been met.
3.
Teacher Mentors and Faculty Mentors are encouraged to clearly express to the Teacher Candidate those
areas in which they believe he or she excels and those areas that the Teacher Candidate needs to
improve, and to offer strong and friendly support for the remainder of the practicum. On their part,
Teacher Candidates should articulate to mentors what kinds of feedback they find useful and helpful.
D. Final Meeting (Week 10): Summative Evaluation of Teacher Candidate:
1.
The Teacher Mentor, the Teacher Candidate, and the Faculty Mentor should discuss the summative
evaluation and the Teacher Candidate’s final standing according to the guidelines outlined under roles
and responsibilities. It is desirable that these discussions occur during Week 9 of the 10 week
practicum.
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2.
The Faculty Mentor then prepares a summative report (EDPR 4200 Evaluation Form – Final) in
preparation for a final evaluation three-way meeting. Similar to the midterm triad meeting, the Teacher
Candidate may share a reflective piece of writing (journal, paper, artwork/other) as the informal selfevaluation.
3.
The triad meeting with the Teacher Candidate and the mentors should be held in Week 10. At that
meeting, each mentor shares their feedback that has been incorporated into the EDPR 4200 Final
Evaluation Report. He or she summarizes the Teacher Candidate’s progress over the course of the
practicum. The Faculty Mentor needs to make copies of the EDPR 4200 Final Evaluation Report to give to
each member of the triad. The Teacher Candidate shares his or her thoughts about areas of strengths
and areas needing improvement. The Faculty Mentor is responsible for setting the time and place of the
meeting, and for making all parties aware of its purpose.
Formative and Summative Forms
We expect that Teacher Candidates will receive both oral and written feedback from Teacher Mentors and
Faculty Mentors throughout the practicum. Teacher Mentors and Faculty Mentors are asked to provide the
Teacher Candidate with written feedback on the Teacher Candidate Feedback Form once each week. These will
be distributed to all Teacher Mentors by the Faculty Mentor for use throughout the practicum. Completed
Teacher Candidate Feedback Forms should be discussed with the Teacher Candidate and copies distributed to
the Teacher Candidate, the Teacher Mentor and the Faculty Mentor, with the original placed in the Teacher
Candidate’s file. Problem areas should be documented in the formal written weekly observations. Serious
concerns should be noted, discussed and documented at earlier points in the practicum. If necessary, an
Interim Report Form should be issued with the support of the Practicum Coordinator.
An EDPR 4200 Evaluation Form is used for mid-term and final triad meetings held in Week 5 and Week 10
respectively (EDPR 4200 Mid-Term Evaluation is formative; EDPR 4200 Final Evaluation is summative).
Frequently Teacher Candidates are concerned about who has access to their reports. The intent of all
formative reports is to provide the Teacher Candidate with feedback and suggestions. They become part of
the cumulative record for determining the final standing of Teacher Candidates. All reports, formative and
summative, are confidential. The information about Teacher Candidates is not for distribution by schools,
Teacher Mentors or Faculty Mentors. The only time information pertaining to the practicum can be
disclosed or copied by persons in the program, other than the Teacher Candidate, is when the information
provides evidentiary documentation to support decisions that are under dispute in appeal hearings. The
appeal proceedings themselves are confidential. Copies or disclosures that form part of a Teacher
Candidate’s file are not distributed beyond the committee members.
Final Standing
At the end of the practicum, Teacher Mentors and Faculty Mentors are asked to cooperatively complete an
EDPR 4200 Evaluation Form – Final documenting the Teacher Candidate's performance. This report should
summarize the pattern of performance for the Teacher Candidate throughout the practicum. This report
forms the basis for assigning the final standing for the practicum.
During Week 10, the Teacher Mentor and Faculty Mentor will decide the Teacher Candidate's final standing
for the practicum. It is anticipated that there will be an agreement on a standing of Complete (COM) or No
Credit Given (NCG). Only Teacher Candidates who earn a standing of Complete (COM) from both the
Teacher Mentor and the Faculty Mentor will be considered to have passed the requirements for the
certification practicum.
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A Teacher Candidate will receive a pass in the practicum if he or she successfully demonstrates an ability to
independently plan, implement and evaluate instruction over a substantial period of time at a standard
expected of a beginning teacher.
Guidelines for Writing the Final Summative Report
The final EDPR 4200 evaluation should document the growth of the Teacher Candidate over the 10 week
period and should contain no surprises (i.e., findings that were not evidenced earlier). All items on the
EDPR 4200 Final Evaluation Form should have been discussed during the practicum.
It is important to note that the final report is not a letter of reference. However, it should also be noted that
the final report is often requested by school districts when Teacher Candidates apply for teaching positions.
Here are three steps that will help the Faculty Mentor (in cooperation with the Teacher Mentor) to organize
his/her work prior to drafting a summative or final report about a Teacher Candidate:
Step 1: Read through all of the observations made of the Teacher Candidate. Look for patterns, areas in
which there have been growth, and areas in which the Teacher Candidate should, in your
estimation, continue to grow.
Step 2: Write a rough draft. It is often helpful to use the headings from the feedback and evaluation forms
as a way of organizing material. It is also appropriate to include the Teacher Candidate in
discussions about this report. These discussions should be held in Week 9.
Step 3: Finally, prepare the final report on the form provided (EDPR 4200 Evaluation Form – Final), and
ensure that four copies of the report are made and distributed to the Teacher Candidate, the Teacher
Mentor, the Faculty Mentor and the Teacher Candidate’s file. This report is discussed at a triad
meeting in Week 10.
The Report should contain:
*
*
*
*
A detailed description of the context in which the practicum took place.
A general description of the units/themes prepared and taught by the Teacher Candidate.
A general description of workload and extent of the Teacher Candidate's involvement outside of the
classroom.
General observations supported by specific details about each of the three main categories of the report:
Preparation and Organization; Instruction, Student Management and Classroom Management, and
Professional Qualities.
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Practica Policy: Concerns with Performance
The following practica policy language was designed to guide Teacher Mentors, Faculty and Faculty
Mentors when serious concerns about a Teacher Candidate’s performance arise.
Interim Report
The Interim Report Form is designed to alert Teacher Candidates to concerns that have been expressed about
classroom performance or professional conduct. The purpose of the report is to:
a.
b.
Inform Teacher Candidates about such concerns so that they may direct their energies towards
rectifying the problems, or remedying the deficiencies, by a specified date.
Indicate consequences, and should concerns persist, the practicum will be terminated.
The School of Education reserves the right to withdraw a Teacher Candidate at any time for such reasons as
serious breaches of professional conduct. In such cases, an Interim Report Form may be prepared coincident
with the withdrawal from the practicum school, or shortly thereafter. For more information, please see the
Termination of Practicum section below:
Where there are concerns:
1.
Keep the lines of communication open.
2.
Continue to observe and document the Teacher Candidate’s progress, discussions and suggestions for
improvement.
Keep accurate records of the feedback given to the Teacher Candidate, observed behaviours,
suggestions regarding lesson plans, times, dates, etc;
3.
4.
If concerns persist, consult with the Faculty Mentor and other teachers in the school who have assumed
responsibility for the Teacher Candidate. Inform the Practica Coordinator.
5.
Complete an Interim Report Form specifying clearly the nature of the concerns, suggestions for
improvement, and consequences if improvement does not occur. Ensure that the Teacher Candidate
has been given specific suggestions about how to improve in the areas of concern, and adequate time to
attempt to put the suggestions into effect. It is necessary to place a specified time frame within which
improvement in specified areas should occur.
6.
Continue to observe and document the Teacher Candidate’s progress.
7.
If improvement does not occur, or other areas deteriorate, contact the Practica Coordinator who will
arrange a “cross-check”. The cross-check may be done by the school principal, another Faculty Mentor
or the Practica Coordinator, and is arranged by the Practica Coordinator.
8.
Arrange for an Interim Conference at the school. This should be attended by the Teacher Candidate and
any persons who have observed the Teacher Candidate. The Practica Coordinator will attend the
conference also.
9.
Inform the Teacher Candidate of the decision reached at the meeting.
10. In the event that the practicum is terminated, contact the Practica Coordinator. It is occasionally
necessary for a principal, Teacher Mentor or Faculty Mentor to issue an Interim Report Form immediately
and without warning, if a serious offense occurs.
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Termination of Practicum
It is occasionally necessary for the university to terminate a practicum prior to completion. In such cases,
the Teacher Candidate will receive, in writing, a statement indicating causes for the termination.
Prior to terminating a practicum, Teacher Mentors and Faculty Mentors should consult the (above)
guidelines for Teacher and Faculty Mentors in regard to writing an Interim Report Form and to requesting a
cross-check. Teacher Candidates experiencing serious difficulty will receive an Interim Report and their
performance will be cross-checked by another observer. However, in some instances it is necessary to
terminate a practicum prior to the writing of an Interim Report Form or to requesting a cross-check. The
B.Ed. Program reserves the right to terminate Teacher Candidates from practicum at any time, if necessary.
The Teacher Candidate receives an “F” (Failure) on their transcript.
Practicum Termination recommendations may be based on any of the following assessments:
1.
2.
3.
The Teacher Candidate is unsuited to be a member of the teaching profession.
The Teacher Candidate is not making satisfactory progress and/or not meeting expectations of the
practicum.
The Teacher Candidate is unable or unwilling to achieve the B.C. Ministry of Education (Teacher
Regulation Branch) standards required for competency in teaching, and does not show potential for
attaining these standards.
If the practicum is terminated, the Teacher Candidate is informed in writing that he or she has not met the
objectives of the practicum and must discontinue the program. It is important to note that the decision regarding
the withdrawal of the Teacher Candidate lies with the Dean, not the Teacher Candidate. If the practicum is
terminated, a supplemental practicum cannot be granted.
Failure of the Certification Practicum
During the practicum, an “F” (Failure) may be assigned to the certification practicum under any of these
circumstances:
1.
2.
3.
The Faculty Mentor, the principal and/or the Teacher Mentor recommends the termination of the
practicum and the withdrawal of the Teacher Candidate from the B.Ed. Program, and the
recommendation is carried out.
The Teacher Candidate receives a failing grade after completing the practicum but is not granted a
supplemental practicum.
The Teacher Candidate is absent from this practicum for more than 10 percent of the teaching days.
If the Teacher Candidate wishes to be readmitted to the program at a later date, the Teacher Candidate must
consult with the Dean, the Practica Coordinator or a designate in order to:
1.
Clarify the shortcomings that need to be addressed in order to be granted readmission to the program.
2.
Discuss a course of action that will lead to overcoming the acknowledged shortcomings.
3.
Provide evidence of having addressed the deficiencies.
4.
Initiate the application process for re-entry into the program.
Applications for readmission are first considered by the members of the Practicum Committee who forward
a recommendation to the Dean. The Dean then makes the decision to approve/not approve the Teacher
Candidate's readmission to the program. If readmission is granted, the Teacher Candidate must successfully
complete the certification practicum (EDPR 4200) to be eligible to receive a passing grade and continue in
the program. If, after readmission, the Teacher Candidate is again unable to pass the certification
practicum, he or she will be required to withdraw and will not be readmitted to the B.Ed. Program.
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Supplemental Practicum EDPR 4200
A Supplemental Practicum (SUPP) is granted when a Teacher Candidate who, at the end of the certification
practicum (EDPR 4200), has made progress but still needs more time to attain the required standard of
teaching performance. She or he may be allowed to continue studies in the B.Ed. program even though she
or he has not completed the requirements of the certification practicum.
The only condition under which a supplemental practicum may be offered is after the Teacher Candidate
has completed the ten-week practicum and receives an NCG (No Credit Given) grade. Two broad criteria
have to be met in order for a supplemental practicum to be granted by the Practica Coordinator or Dean (or
an impartial designate):
1.
It is clear from the reports of the Teacher Mentor and Faculty Mentor that, while there continue to be
deficiencies in the Teacher Candidate's abilities that preclude the advisors from passing the Teacher
Candidate, there is a willingness and an evident ability on the part of the Teacher Candidate to improve
upon the deficiencies.
2.
There is agreement between the Faculty Mentor and the Teacher Mentor that the Teacher Candidate
exhibits a potential for attaining, and would be able to acquire, the required competencies of a teacher if
the Teacher Candidate were provided with an additional 6 – 8 weeks of practicum experience.
If there is a determination that a supplemental will be provided to a Teacher Candidate, he or she is eligible
to enrol and complete the courses of the B.Ed. Program. The date for the six to eight-week supplemental
practicum will be arranged by the Practica Coordinator and will ordinarily take place after the last term of
courses is completed (April – June). In the event a placement cannot be arranged after the last term, every
attempt will be made to place the Teacher Candidate early in the following fall term of the next school year.
Once the decision to grant a supplemental practicum has been made, the Teacher Candidate is provided a
written outline of the concerns related to the previous practicum, identifying areas of improvement that
need to be addressed if the Teacher Candidate is to have a successful outcome in the supplemental, and the
consequence if the practicum has to be terminated prematurely or a failing grade is received at the
conclusion of the supplemental practicum. The consequence of a Teacher Candidate not showing progress
during the supplemental, or being unable to meet the expectations required to receive a passing grade, is the
termination of the Teacher Candidate from the B.Ed. program.
Note: A Supplemental Practicum is not always granted, depending on the circumstances. Additionally, a
Supplemental Practicum may be terminated part way through if a Teacher Candidate is not demonstrating
that he/she is meeting expectations.
The first four weeks of the EDPR 4200 supplemental practicum is the “probationary period”. The Teacher
Candidate will increase his/her teaching load from 1.5 – 2 hours per day in the first week, and build up to 3
to 3.5 hours of teaching in the fourth week.
At the end of the four week period, the Teacher Mentor and Faculty Mentor will assess progress in the
following areas: Planning and Organization, Instruction, Student Management and Classroom
Environment, and Professionalism. Should the mentors assess that the Teacher Candidate has met the
expectations of the practicum after four weeks, the Teacher Candidate will be able to continue in the
supplemental practicum. Should the Mentors assess that the Teacher Candidate is not meeting the
expectations of the practicum at the four week mark, the practicum will be terminated.
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If necessary, a third party, such as the school principal or another TRU Faculty Mentor, may be called in to
conduct a ‘cross-check’. This process includes a formal classroom observation and consultation with the two
mentors. After the cross-check is completed, the three individuals make a recommendation to the Program
Coordinator or Chair of the Bachelor of Education program.
In the event that the supplemental practicum is terminated, the Teacher Candidate will be withdrawn from
the Bachelor of Education program.
Withdrawal
A Teacher Candidate may voluntarily withdraw up to the midpoint of the practicum. The Teacher
Candidate is then no longer in the program of study. The Teacher Candidate receives a W (Withdrawal) on
their transcript. The Teacher Candidate may reapply for admission into the program and with the
permission of the Bachelor of Education faculty may retake the practicum.
Practicum Deferral
A Teacher Candidate may defer a practicum at any time during a practicum due to medical, personal,
financial reasons or other extenuating circumstances. In such cases, the faculty will consider the
circumstances, and if it is judged that the Teacher Candidate is likely to complete the practicum
requirements successfully with an additional classroom experience, then he or she may be granted a DEF
(Deferral) for the practicum. For the certification practicum (EDPR 4200), the Teacher Candidate may
proceed to courses in the subsequent term. For shorter practica (EDPR 3100, EDPR 3200 and EDPR 4100),
completion of the deferred practicum must take place before the Teacher Candidate may continue in the
program. In all cases, the Teacher Candidate remains registered in the B.Ed. Program.
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Thompson Rivers University Bachelor of Education Program Practica Policy
The following chart provides a summary of the TRU Bachelor of Education program’s practica policy:
Thompson Rivers University Bachelor of Education Program Practica Policy
Practica
Terminology
Withdrawal (W)
TRU Practica Policy


Teacher Candidate voluntarily withdraws up to midpoint of practicum.
"W" granted on transcript (may affect loans/tuition).
Teacher Candidate may retake practicum the next time it is offered with permission of
B.Ed faculty.

Deferral (Def)


Teacher Candidate may defer practicum at any time during practicum due to
medical / personal / financial reasons.
Documentation required e.g. Medical Note.
Granted "Def" on transcript.
Teacher Candidate may retake practicum the next time it is offered with permission of
B.Ed faculty.

Supplemental (Sup)



Termination (F)


Absenteeism

Teacher Candidate completes an additional 6 – 8 weeks of practicum at
another time in the program.
For Teacher Candidates who, at end of long practicum, have made progress
but still need more time to attain required standard of teaching performance.
Granted “Def” on transcript (“Sup” code not yet implemented.)
At the discretion of program faculty in consultation with school personnel, a
Teacher Candidate may be asked to leave practicum at any time.
Due process must be followed beginning with the Interim Report Form
(multiple observers perform observations to assess performance and progress
over specified time).
Receive "F" on transcript.
For all practica, teacher candidates may fail if absent 10% or more of the
teaching days.
For all practica situations, Teacher Candidates may appeal decisions made by faculty in the B.Ed. program.
Teacher Candidates must complete the two year B.Ed. program within a four-year period.
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Appeal Procedures
A. Associated with EDPR 3100, EDPR 3200, EDPR 4100 and EDPR 4200
The appeal procedures cited below assume that a practicum was terminated before its completion date, or
that a failing grade was assigned at the end of practicum and an appeal is initiated by the Teacher
Candidate. It is important to remember that both the Teacher Mentor and the Faculty Mentor must agree to
the awarding of a passing grade. If one or both of the mentors determine the Teacher Candidate has not
met the required expectations, a failing grade will be issued. An appeal can be made to reconsider a failing
grade, to change recommendations for withdrawal or discontinuance from the program, or to grant a
supplemental practicum. In all cases, the appeal procedures are identical.
1.
The Teacher Candidate drafts a written statement providing a brief background to the circumstances of
the situation, the reasons for the appeal and the decision the Teacher Candidate determines is
satisfactory, and presents this statement to the Dean, Faculty of Human, Social and Educational
Development.
2.
In consultation with the Teacher Candidate, the Dean, Faculty of Human, Social and Educational
Development strikes a practicum review committee consisting of four voting members.
3.
The decisions of both the Teacher Mentor and Faculty Mentor, along with supporting documents
(Teaching Reports, Interim Report Form, Cross-Checks), are reviewed by the practicum review
committee.
4.
A meeting is convened by the Dean, Faculty of Human, Social and Educational Development who
chairs the meeting but does not have a vote. Throughout the meeting, both the Teacher Candidate and
the Faculty Mentor are present to state their positions and perspectives and to answer questions from
the committee members.
5.
Upon completion of the meeting, a decision of Pass/Fail (Withdraw/Discontinue and/or supplemental/
no supplemental) is rendered.
6.
The Dean, Faculty of Human, Social and Educational Development drafts a letter outlining the reasons
for the decision and forwards the letter to the Teacher Candidate within ten working days.
If the Teacher Candidate is not satisfied with the decision of the practicum review committee, she or he is
directed to Student Services to initiate the institutional appeal process. The Dean, Faculty of Human, Social
and Educational Development or Practica Coordinator acts as respondent during the institutional appeal.
Persons involved with the practicum may be called to give information by either the respondent or the
Teacher Candidate. A decision of Pass/Fail (Withdraw/Discontinue and/or supplemental/no supplemental)
is rendered. After receiving the decision of the TRU Appeals Committee, the Teacher Candidate has
fourteen days to make a final appeal to the President of TRU. The decision rendered by the President is
final and binding.
The Teacher Candidate is encouraged to consult with the Dean, Faculty of Human, Social and Educational
Development and with the TRU Counseling Department should they require more information regarding
appeals.
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B. Associated with a Supplemental Practicum
If a supplemental practicum is terminated prematurely, or a failing grade is assigned upon completion of
the practicum, the results of the practicum and the recommendations of the Mentors are forwarded to the
Practica Coordinator and then to the Dean, Faculty of Human, Social and Educational Development. The
Dean, Faculty of Human, Social and Educational Development reviews the relevant documentation,
including the letter noted previously in the section on supplemental practica, which detailed the
expectations and consequence for unsatisfactory performance, and conveys a decision to the Teacher
Candidate in writing within ten working days of the cessation of the practicum.
If this decision is appealed by the Teacher Candidate, he or she indicates in writing what decision is being
appealed, why the decision is being appealed and what outcome the Teacher Candidate desires. The letter
is forwarded to a practicum committee struck for the purpose of hearing the appeal. At the hearing, the
committee reviews documents and allows time for both the Teacher Candidate and the faculty respondent
to explain their positions regarding the decision being appealed. After the meeting the Chair of the
committee (who is non-voting) is charged with conveying the decision of the committee to the Teacher
Candidate within ten working days.
If the decision of the committee is deemed unsatisfactory by the Teacher Candidate, the decision may be
appealed to the TRU Appeals Committee. For more details refer to the TRU Calendar, website or contact
the TRU Counseling Department.
For the latest policy and regulations refer to:
http://www.tru.ca/policy/education.html and Scroll down to Student Academic Appeals - ED-4-0
and
TRU 2014-2015 Calendar: Student Academic Policies, Regulations and Procedures
O:\Group Share\Practica\Bed\Handbooks\2014-2016\2014 - 2016 Program Handbook-Final.Doc
Bachelor of Education (Elementary)
Program Handbook 2014-2016
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Appendix: Bachelor of Education Forms
Lesson Plan Template
Lesson Plan Samples
Unit Plan Template
Unit Plan Sample
Day Plan Samples
Weekly Plan Samples
EDPR 3200/4100/4200 Suggested Areas to Observe
EDPR 3100/3200/4100/4200 Interim Report Form
Practicum I - Pink Section
EDRP 3100 Observation Guidelines
EDPR 3100 Teacher Candidate Feedback Form
EDPR 3100 Final Evaluation Form
Practicum II –Green Section
EDRP 3200 Observation Guidelines
EDPR 3200/4100/4200 Teacher Candidate Feedback Form
EDPR 3200 Final Evaluation Form
Practicum III - Yellow Section
EDPR 4100 Final Evaluation Form
Practicum IV - Blue Section
EDPR 4200 Teaching Load Form
EDPR 4200 Evaluation Form
EDPR 4200 Supplemental Four Week Probationary Contract
Bachelor of Education Terms of Reference
Many of the forms listed above can be found on-line at:
http://www.tru.ca/hse/programs/bed/practica/plans.html
http://www.tru.ca/hse/programs/bed/practica/practicum_forms.html
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