DESK CARD:
PRACTICUM
INFORMATION
2016
Key Dates for Practicum – Winter, 2016
FIELD EXPERIENCE/OBSERVATION DAYS
Elementary: February 5 & 10
Secondary: February 5 & 10
PRACTICUM (Elementary and Secondary)
Tuesday, February 16 – Friday, March 11
Assessment and Evaluation Dates for Fall Practicum
Complete Mid-Point Formative Assessment by Friday, Feb 26.
Complete Summative Evaluation by Friday, March 11.
Week-by-Week Teaching Expectations
WINTER
Year 1 TCs
Year 2 TCs
Week 1
⅓ timetable
Elem: 1-2
lessons/day
Sec: 1
class/day
⅔ timetable
Elem: 3
lessons/day
Sec: 2
classes/day
Week 2
⅓-⅔
timetable
Elem: 2-3
lessons/day
Sec: 1-2
classes/day
⅔-full
timetable
Elem: 3-4
lessons/day
Sec: 2-3
classes/day
Week 3
⅔ timetable
Elem: 3
lessons/day
Sec: 2
classes/day
full timetable
Elem: 4-5
lessons/day
Sec: 3
classes/day
Week 4
⅔ - full
timetable
Elem: 3-4
lessons/day
Sec: 2-3
classes/day
full timetable
Elem: 4-5
lessons/day
Sec: 3
classes/day
The expectations noted above are to be used as a guiding framework, and can
be adjusted to better meet the needs of a specific practice teaching situation.
Detailed weekly expectation charts can be found on the MT Practicum website
at http://www.oise.utoronto.ca/mt/Practice_Teaching/index.html
Brief Description of Key Practicum-Related Roles
(Please refer to MT Practicum Handbook for a full description, accessible at:
http://www.oise.utoronto.ca/mt/Practice_Teaching/index.html)
Role of the Associate Teacher (AT)
 Is a strong mentor, listener, and coach, and is willing to commit the
time to mentor a TC.
 Develops a professional and collegial atmosphere and works as a
partner with the TC.
 Is familiar with the goals and objectives of the practicum (Year 1) and
(Year 2) by reading the MT Practicum Handbook.
 Provides a staff handbook or access to a copy of it to the TC.
 Is a resource to the TC, providing ideas, materials, resources, guidance
and direction.
 Carefully observes lessons with students, provides regular, encouraging
and constructive feedback.
 Accommodates individual needs that a TC may share with them and/or
as outlined by U. of T.’s Accessibility Services (e.g., learning
disability, health problems, family challenges, etc.).
 Provides formative feedback in the form of a checklist and conference
form at the half-way point in collaboration with the TC.
 Writes a detailed summative evaluation of the TC's performance and
abilities in collaboration with the TC.
Role of the Teacher Candidate (TC)
 Develops a professional and collegial relationship with the AT as a
professional partner in the classroom and school.
 Shares any concerns or accommodations needed as might be outlined
by U. of T.’s Accessibility Services (e.g., learning disability, health
problems, family challenges, etc.).
 Participates in a range of teaching and administrative tasks that are
responsibilities/duties of a classroom teacher.
 Shadows the AT during school duties and meetings.
 Looks for opportunities to teach in a variety of subject areas across the
curriculum, with a variety of different age groups.
 Shows initiative and begins to take over routines, such as taking
attendance, dismissal, bell work, classroom set-up, etc.
 Shares lesson and unit plans with AT in advance of teaching time in
order to be able to revise effectively to meet student needs and
interests.
Role of the Faculty Advisor
 Acts in a non-evaluative capacity to provide feedback to teacher
candidates.
 Acts as a support person to the TCs, ATs, Liaison Teacher, and school
administrator(s).
 Observes and provides feedback to TCs and support as needed.
CRITERIA FOR PRACTICUM
Assessment, Planning and Instruction
 Plans lessons/units from an outcomes-based perspective using the Ontario
provincial expectations
 Plans include instructional strategies appropriate to students’ developmental
stages and needs
 Plans include assessment strategies and assessment criteria appropriate to
expectations
 Uses appropriate assessment and evaluative techniques to gather information
about student learning and uses this information to inform instruction
Classroom Management
 Prepares materials and resources, as well as organizes the classroom
appropriately for lessons
 Uses a variety of techniques that are fair and consistent in preventing and
responding to misbehavior
 Fosters respect and establishes a positive classroom climate with students
 Develops useful routines, communicates and adheres to procedures, revising
them as needed
Understanding Curriculum and the Learner
 Language usage must be clear, engaging, supportive and instructionally
effective
 Integrates within the curriculum guidelines and builds on students’ interests
and capabilities
 Uses a variety and range of questioning effectively to facilitate learning
 Demonstrates knowledge of subject areas and concept development, child
development and diverse learning styles
Diversity/Equity
 Uses instructional strategies that are inclusive and provide opportunities that
are equitable
 Expects and encourages respect of other’s race, gender, class, religion,
culture, sexual identity, and abilities
 Recognizes the need for diverse groupings and facilitates students
effectively
 Incorporates adaptations (accommodations and modifications) for individual
needs, interests, abilities and expectations
Professionalism
 Demonstrates regular attendance and punctuality (reports absenteeism)
 Engages in inquiry and reflective practice; receptive and responsive to
feedback
 Demonstrates flexibility, adaptability, and risk-taking
 Demonstrates initiative and positive attitudes
 Demonstrates preparedness for teaching responsibilities (preplanning, dresscode, duties)
Involvement in School/Community Life
 Demonstrates an interest in school activities
 Communicates effectively with school personnel, parents or community
 Is cognizant of school practices and routines
LESSON PLAN EXPECTATIONS
Teacher Candidates are expected to complete lesson plans for the lessons they are
responsible for teaching.
WHY? In order for Teacher Candidates to develop a “habit of mind” as they
design and plan lessons for their students, TCs must regularly engage in lesson
planning. Having a well-developed lesson plan also demonstrates to an
Associate Teacher the careful and thoughtful process behind planning an
effective lesson. Writing detailed lesson plans is an important stage on the
developmental continuum of learning to teach.
Online resources for Associate Teachers include:
Master of Teaching Practicum Information Booklet
Midpoint Formative Assessment Checklist
Assessment & Evaluation Tips
A variety of feedback forms
Lesson plan templates, and lesson plan feedback form
http://www.oise.utoronto.ca/mt/Practice_Teaching/index.html
Thank you for
being an
ASSOCIATE
TEACHER!
If you have a question,
concern, suggestion, etc.,
please contact us. Your
feedback is always welcome!
MT Practicum Team - Contact Information
Anne Marie Chudleigh
Partnership Coordinator
647-300-1929
a.chudleigh@utoronto.ca
Susan London McNab
Practicum Coordinator – P/J/I
416-978-0044
susan.mcnab@utoronto.ca
Liz Coulson
Practicum Coordinator – I/S
905-330-3734
liz.coulson@utoronto.ca
Mary Reid
Practicum Coordinator P/J/I
416-978-0045
mary.reid@utoronto.ca
General Inquiries:
mtpracticum@utoronto.ca
Lily Sarno
Practicum Coordinator P/J/I
416-978-0043
lily.sarno@utoronto.ca
Phillippa Pothemont
Practicum Admin Support
416-978-0041
p.pothemont@utoronto.ca