1. Setting up for continued success on practicum Callie Mady Associate Dean, Schulich School of Education

2. Same across practicum weeks
Overall Expectations
Same across practicum weeks
Abide by Ontario College of Teachers Standards of Professional Practice 
Use Ontario Ministry of Education policy documents to inform practice 
Abide by school policies and procedures and assist with school related responsibilities 
Maintain detailed observation notes when not engaged in instruction 
Complete detailed written reflections for all lessons taught 
Maintain practicum binder as outlined in Practicum Handbook 
Demonstrate commitment to professional growth 
Seek feedback from your associate teacher on a regular basis (daily/weekly) 
There are 8 expectations that remain constant across praticum weeks-find them.

3. Growth in expectations across weeks
Strengthen rapport with learners, teachers and staff 
Interact and engage with learners, teachers and staff 
Accept assigned responsibility for classroom routines and duties 
Take responsibility for classroom routines and duties 
Share the responsibility for planning and implementing 1-2 lessons on Thursday and on Friday 
Plan and implement up to 50% of associate teacher’s teaching schedule 
Consider the diverse needs of learners 
Develop awareness of existing strategies to support learners with IEPs 
Develop awareness of differentiated instructional strategies that meet the diverse needs of learners 
Share responsibility for classroom management 
Begin to develop a repertoire of grade appropriate classroom management strategies 
Begin to develop and practice grade appropriate assessment strategies to inform instruction 
There are 5 expectations in week 2 with related expectations in weeks 3 and 4 however the ones for weeks 3 and 4 are greater. There is one expectation that is only found in weeks 3 and 4-find them.

4. Practicum Binder Why is it important? What do I need to put in it?
Do I need to lug it to my placement school each day?
WHY?
Develop record keeping skills
Demonstrates your organizational ability
Record of your knowledge of routines, strategies and children in your classroom
Storage spot for your resources and ideas
Provides FA with information about your teaching, your degree of professional growth, and any areas for further growth
Provides AT with information with which to contribute to your evaluation

5. Sections of your BINDER
The TABS help you organize your binder
Pg. 7

6. TAB #1: Teaching Timetable
Weekly schedule of your AT’s timetable
If one does not exist, create one!
Highlight or outline the classes you are responsible for teaching
If you have 2 AT’s, include both timetables

7. Time Monday Tuesday Wednesday Thursday Friday 8:40 – 9:10 Home form
9:10 – 10:25
Biology Gr. 11 College
10:30 – 11:45
Biology Gr.12 University
11:45 – 12:30
Lunch
12:30 – 1:45
Prep period
1:50 – 3:10
Science Gr. 9 Applied

8. Time Monday Tuesday Wednesday Thursday Friday 8:50 9:00 – 10:30
Entry / announcements
9:00 – 10:30
Language Arts
10:30 – 10:45
Recess
10:45 – 11:45
Math
11:45 – 12:30
Lunch
12:30- 1:00
French PE
Spelling
1:00 – 1:30
Music
Art
1:30 – 2:00
Science
2:00 – 2:15
2:15 – 3:15
Social Studies

9. TAB #2: Observations
Observation is one of your most important teaching skills!
Pay close attention to events, actions and behaviours of your AT and your students, and analyze/evaluate from a teaching perspective

10. Active Observation
The process of gathering as much information as you can about your students, the teaching skills used by your AT, and the learning environment.

11. Active Observation
At times you will be jotting down teaching/management strategies….
Legible handwriting is OK!

12. Active Observation
At other times you will engage with students to support their learning

13. Start a page for each… Management Strategies Instructional Strategies
Program Organization
Student Organization
Instructional Materials
Methods of A&E
Responsibilities of the Teacher Outside of the Classroom
Provisions Made for Exceptional Learners
Pg. 9

14. Management Strategies ( Sample PJ Information) October
Teacher praised the whole class “I am so pleased that everyone…” when students listened well and completed the assigned task
Teacher tells students to put their heads down on their desk, once students are quiet teacher asks for heads up & gives new instructions.
Two students talk while teacher gives instructions, she first looks at them & they stop for a few minutes
When they start again she walks & stands between them . They stop talking
Students who continue to ignore the teachers instructions are kept in at recess to talk about how to change their behaviour

15. Management Strategies (Sample SS Information) October
Teacher gave positive reinforcement individually to students who listened well and completed task
Asks student to remove IPod ear buds. Tells student that no music devices are allowed in the classroom. Warns student that the next incident will result in the teacher confiscating the device & holding it until the end of the day (as per school rule)
Teacher uses hand in the air to get student attention, waits, students gradually become quieter and wait for teacher instructions
Two students talk while teacher gives instructions, he first looks at them & they stop for a few minutes
When they start again he walks & stands between them while they are talking and points to their notebooks
Speaks individually to students arriving late to class asking for late slip from office

16. TAB #3: ROUTINES Common pattern of activity
Rehearsed set of movements, actions, or words
Students may or may not require prompting to begin a routine
No LP required!

17. TAB #3: ROUTINES Management-Related
Opening exercises, entry, dismissal
Washroom breaks
Lunch/yard duty
Fire drill/lockdown
Curricular-Related
Taking up homework
Circle time
Spelling
Bell work
D.E.A.R.

18. Example of JI Management Routines
Squads Purpose: to keep students organized in gym class. Students can hear instructions and see the teacher’s demonstrations. Procedure: As soon as students enter gym they sit in straight lines radiating from the centre circle. The teacher assigns students to a squad during 1st PE class. They stay in the same squad all year. Whenever the teacher calls squads the students immediately go to their spot with their other squad members 3 Second Rule Purpose: a management technique that teacher uses when he/she needs to have the class settle down before instructions are given Procedure: If students are noisy teacher calls out loudly 3 second rule . He/she then counts down to 3 verbally & visually with fingers and extended arm. When he/she gets to zero if the students are quiet he/she congratulates the students & proceeds with the instructions. If the students are still noisy he/she starts the timer button on watch & counts the minutes until silence. These wasted minutes are tallied each day & then they are “served “ on Friday afternoon

19. TAB#4: LESSON PLANS Put the most recent lesson on top
Include all handouts, quizzes, etc. after the lesson plan
REFLECT!!!

20. TAB#5: OTHER
Include teaching ideas, strategies, resources that your AT or other teachers are using
Photographs of bulletin boards
Fire drill/lockdown information
Parent letters/field trip information
PD Day information

21. YOUR BINDER…
Your binder must be at school with you every day and available to your Faculty Advisor, Associate Teacher, and school administrators
Please let your Associate Teacher know that you have it available every day, it should be something you are proud to show off. It is clear evidence of your teaching preparedness!

22. Let’s move!

23. Think about how this story relates to the goal setting you will do with your faculty advisor

24. Describe the child’s goal
Describe the steps she will take to achieve her goal
How will she know when she arrives?
How could she have improved her chances of arriving?
Know where you’re going (where was she going-There)
How are you going to get there (steps to achieve goal)
How you will you know when you get there (measure your goal)
Individual experience
What other messages relate to your practicum experience?

25. Ask yourself…

27. To improve lesson planning
Describe the goal
To improve lesson planning
What steps will you take to achieve this goal?
Experiment with motivational strategies and hooks for a few lessons
Include a formal closure in all lessons
How will you measure your goal?
Ask AT for feedback
Is goal specfici?

28. What steps will you take to achieve this goal?
Describe the goal
To ensure that all lessons have a motivational hook as well as time for a conclusion
What steps will you take to achieve this goal?
Explore internet for age appropriate hooks
Select/create hooks that are short and support expectations
Ensure that a learning goal and co-created success criteria are part of each lesson
Involve student work in the conclusion and use success criteria to validate learning
How will you measure your goal?
Monitor students’ engagement/motivation in response to hooks
Monitor students’ understanding as demonstrated in conclusion
Is goal specfici?

29. To improve classroom management
Describe the goal
To improve classroom management
What steps will you take to achieve this goal?
Use a variety of attention grabbers
How will you measure your goal?
Need for attention grabbers will become less frequent
Is goal specfici?

30. To manage the behaviour of students during instruction
Describe the goal
To manage the behaviour of students during instruction
What steps will you take to achieve this goal?
Identify the behavioural expectations during transition periods as well as during instruction
Co-create the behavioural expectations with the class
Co-create the consequences with the class
Implement the expectations and consequences
How will you measure your goal?
Documenting the frequency of reminders of the behavioural expectations
Note the level of engagement
Note the quality of effort and performance of the task
Is goal specfici?

32. Challenges? Issues? Problems?
If you begin to experience difficulty on practicum, please contact the Practicum Office!
Ext. 4555

33. Questions?