efld 350 manual secondary pre internship · iii. the field experience--secondary pre-internship a....

Faculty of Education, University of Regina

2020 Winter Edition

EFLD 350 MANUAL

SECONDARY PRE-INTERNSHIP


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TABLE OF CONTENTS

SECONDARY TEACHER EDUCATION PROGRAM SECONDARY SCHOOL PRE-INTERNSHIP

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SECONDARY TEACHER EDUCATION CONTINUUM 1

I. GOALS OF THE PRE-INTERNSHIP SEMESTER

A. Knowledge

B. Skills

C. Personal

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II. SECONDARY PRE-INTERNSHIP CONTENT

A. Introduction

B. Knowledge of ECS 300 Materials

C. Knowledge of Major and Minor Course Materials

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III. THE FIELD EXPERIENCE--SECONDARY PRE-INTERNSHIP

A. Overview

1. Teaching Strategies, Methods, and Skills Expectations

2. Expected Outcomes of the Pre-Internship Field Experience

3. General Expectations During Field Experiences

a. Expected Professional Conduct for Pre-Interns in Schools

b. Orientation to School (two-days)

c. First Week

d. Second and Third Week

4. Pre-Internship to Internship

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B. ROLES

1. The Role of the Pre-Intern

2. The Role of the Cooperating Teacher

3. The Role of the Faculty Advisor

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C. Criminal Record and Police Information Check & Duty to Report 8

D. EFLD 350 Field Experience Profile & Cooperating Teacher Report (2) 11

E. Accommodation for Field Experience Information 18


I. GOALS OF THE PRE-INTERNSHIP SEMESTER

Note: As part of the Faculty’s commitment to social justice, students are expected to demonstrate a commitment to Treaty Education and indigenization as well as the adoption of culturally responsive and inclusive teaching practices aimed at closing the achievement gap between Indigenous and non-Indigenous students.

A. Knowledge

1. Further understanding of a broad range of instructional skills and teaching strategies

2. Further understanding of classroom management

3. Understanding of instructional skills and teaching strategies unique to the Major

4. Further understanding of learning theories and adolescent developments

5. Further understanding of group dynamics and social learning theory

6. Understanding of diversity in high schools

7. Understanding of high school organization B. Skills

1. Development of instructional, engagement, management, and interpersonal skills through on-campus and classroom practica (as gleaned from ECS and subject area classes)

2. Further practice of the Professional Development Process 3. Development of group processes and effectiveness skills

4. Development of capability in the application of learning and adolescent development theories

C. Personal / Professional

1. Further career decision-making

2. Further personalized reflection and integration of program components

3. Fostering of a professional attitude/disposition

4. Further development of a life-long professional development awareness and capability

NOTE: It is expected that all secondary teacher education students will show development in relation to each of the above goals to qualify for internship.

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II. SECONDARY PRE-INTERNSHIP CONTENT

A. Introduction An effective teacher in a secondary classroom is constantly concerned with designing and enacting appropriate and engaging learning experiences for the growth of students. The pre-internship semester stresses the interrelatedness of knowing, doing, and being. Theoretical knowledge and a repertoire of precise professional skills are required so that sophisticated, timely, and appropriate decisions can be made. The principle intent of this semester is integration, within the student, of the purposes and tasks of a secondary school teacher. Hence the approach is a holistic one that recognizes the complexity and interrelatedness of the components of planning for teaching, implementing of appropriate learning activities, and evaluating students learning. ECS 100 was an introduction to the role of schooling and the professional teacher; ECS 300 deepened that understanding and added capability in specific skills and strategies and acquisition of initial proficiency in planning, delivery, and evaluation of lessons; EFLD 350 further develops the concept of the teacher by involving students in the commonplaces of teaching: teachers, students, subject matter/curriculum and context. Subject area curriculum and instruction classes provide subject-specific instructional capability including resources and strategies. Pre-internship, which has conceptual, skill, and personal goals, provides study and practice in the integration of the basic skills of teaching with a wide range of teaching strategies. It emphasizes complex, comprehensive processes. In so doing, it provides the opportunity for secondary pre-interns to prepare for the pre-internship and internship field experiences. At the same time, further opportunity is provided for the candidate to make informed career decisions. B. Knowledge of ECS 300 Materials Pre-interns will be making frequent reference to their learnings through ECS 300. It is expected that they will know and be able to use what they have studied and practiced. C. Knowledge of Major and Minor Course Materials Pre-interns will be expected to know pedagogical content knowledge and subject specific pedagogy, and to explore these approaches in their teaching practice.


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III. THE FIELD EXPERIENCE--SECONDARY PRE-INTERNSHIP A. Overview

Pre-internship students who proceed to this semester have received a favourable report from the field experience, passed the class work for ECS 300, and achieved an overall satisfactory grade point average in Education and Arts and Science classes.

This is the first semester that students are placed in secondary classrooms, since the two first placements in their program have been at the elementary level or middle years level.

Students will be in the schools for three weeks in total.

1. Teaching Strategies, Methods, and Skills Expectations

Students coming into pre-internship have increased their formal knowledge and capability in basic and more sophisticated processes and procedures of teaching including:

1. basic communication and interpersonal skills

2. lesson planning (short term and long term)

3. identifying learning objectives

4. developing meaningful learning experiences

5. providing set, development, and closure

6. basic classroom managment

7. questioning, explanations, and demonstrations

8. concept teaching

9. skill teaching

10. diversity in instructional strategies 11. differentiated instruction and assessment This semester students are expected to practice complex approaches to teaching that are presented in their courses such as:

1. integration of skills and strategies into unified lessons and mini-units

2. instructional strategies specific to the major and minor subject areas as well as to the needs of the school students

3. unit planning

4. developing appropriate pedagogical relationships with high school students

5. directing and reflecting on their professional development.


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2. Expected Outcomes of the Pre-Internship Field Experience Pre-internship students will be expected to:

1. determine the roles of the secondary teacher in the classroom and in the school 2. develop from attending to the needs of self to the specific needs of the school students 3. strengthen his/her self concept particularly relating to understanding and meeting

students' needs, professional growth, and personal expectations 4. develop and teach a series of lessons

5. practice basic classroom management skills

6. relate to students in a variety of situations

7. set professional goals that relate to self analysis and improvement

8. develop a good understanding of the high school curriculum in the student’s major and minor subject areas and be able to incorporate these learning outcomes into all aspects of day to day as well as long term unit planning

9. design a Professional Development Plan at the end of the pre-internship experience and establish expectations for the internship experience

It is also important for pre-interns to become aware of, understand, and be directed by the Saskatchewan Teachers' Federation Code of Ethics. Pre-interns are expected to act as responsible professionals in their student teacher roles.

3. General Expectations During Field Experiences a. Expected Professional Conduct for Pre-Interns in Schools

1. arrival time: Be in school 30 minutes before the school start time.

2. departure time: Allow time at the end of the day for post-conferencing.

3. dress: Clothing should reflect your role as a teacher.

4. staff room: (a) be sensitive to the fact that seating space may be limited and seating may need to be shared rather than monopolized; (b) remember to pay for coffee/refreshment if you use these; (c) check to see which cups are used for visitors-most teachers have their own mug, and you may wish to bring your own.

5. parking: Be sure not to park in someone else’s assigned parking stall. Park on the street until you find out if there is enough space for your car.

6. school rules: School rules such as: no cell phone use in the classroom, cross at the crosswalk, no chewing of gum, etc. should be observed by pre-interns who are models for pupil behaviour in the same way that regular teachers are. All school policies are to be respected and adhered to at all times.

7. homework & planning: Plans including teaching and learing materials are to be completed before entering the classroom. All photocopying and teaching materials must be prepared prior to entering the classroom.

8. school property/materials: All school property/materials that are borrowed from the school or other teachers must be properly signed out and returned in a timely fashion. It is the sole responsibility of the pre-intern to replace any lost or damaged items.

https://www.stf.sk.ca/resource/code-professional-ethics


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9. Digital identity management: Be careful with the images and information you or someone else shares about you on the web/ social media. Schools may refuse to work with you due to an unfavorable web presence of you and /or your activities.

b. Orientation to School (two days) Expectations of pre-interns for the first two days:

1. report to the Principal’s Office and meet the cooperating teacher(s)

2. become familiar with the physical layout, facilities and programs of the school

3. become familiar with the cooperating teacher’s classroom(s); obtain a copy of the classroom daily schedule and seating plan(s)

4. become familiar with the curricula and resources in major and minor subject areas.

5. interview the principal or designate if possible, possible topics include: nature of the community served by the school, school philosophy, policies and rules, special programs, extra-curricular activities, and long-term planning.

6. interview the cooperating teacher, possible topics include: role of the high school teacher, nature and purposes of high school education, curriculum in major, minor subject areas, adaptations needed in the classroom, and current issues for high school teachers

7. visit with the librarian, counselor, learning resource teacher and other school personnel.

8. learn about high school students and their interests: observing, interviewing, and helping with seat work, etc.

9. assist the teacher(s) as appropriate

10. make preliminary plans with the cooperating teacher(s) for your three week block

c. First Week

Appropriate activities for the pre-intern:

1. teach a minimum of four lessons—each lesson should be carefully planned and contain a data sheet; make arrangements with a peer or your cooperating teacher regarding conferencing and data collection using the data sheet.

2. assist cooperating teacher with routines, lessons, materials preparation, corrections, extra-curricular activities, etc.

3. assist individual and small groups of students

4. plan for the entire three-week block (including a series of 4-6 lessons in your major subject area)--this is important because you will have time to adequately

prepare the lessons before the block. d. Second and Third Week

Appropriate activities for the pre-intern:

1. should teach an equivalent of two lessons per day--teach a series of lessons in one subject area and lessons in other areas


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2. practice/explore as many of the professional goals and themes of ECS 300 as possible

3. continue to assist the cooperating teacher as appropriate

4. continue to reflect about the nature of high school students, organizations, curricula, issues, etc.

5. continue to discover the operation of programs in your high school and participate in extra-curricular activities, staff meetings, and STF activities

6. discuss your personal professional development with your cooperating teacher at the conclusion of the three-week block and go over your "Field Experience Profile" with him or her

7. at the end of the 3rd week obtain a copy of the completed and signed Profile and return it to the Faculty of Education Student Services Office (ED 355). It is the student’s responsibility to collect the evaluation from the coop. Usually, the evaluation is provided on the last day of your pre-internship. If not, the student must return to pick it up. Profiles will be stored in the student’s professional file.

8. copy the Profile and include it in your portfolio.

4. Pre-Internship to Internship

University classes and school experiences are intended to prepare students for internship. Pre-interns will have moved from separate and specific study of isolated individual targets, to the ability to include more complex themes into their teaching in a more integrated, holistic way. A deeper and more complex understanding of teaching should have resulted. Students should now be more able to plan on a long-term unified basis. The foundation for life-long professional development should have been laid through their use of and reflection on the professional development process. B. Roles

Role of the Pre-Intern

1. Plan thoroughly for school experiences. Give the cooperating teacher copies of teaching and professional development plans, including data collection sheets.

2. Teach individually each week, share teaching in other area(s) with your partner and conduct routine classroom activities.

3. Conduct the Professional Development Process with the cooperating teacher, and your teaching partner for each formal and shared lesson or activity in the classroom; this includes thorough pre-conferences, careful data collection and thorough post-conferences. Spend careful time talking with the cooperating teacher and teaching partner about issues and ideas that arise from classroom experiences. Develop new targets, and new ideas about adolescents and teaching. Provide feedback for teaching whenever requested by your teaching partner or your cooperating teacher.


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Role of the Cooperating Teacher

1. During the initial orientation visit, the teacher should: provide orientation to the school, the school staff and classroom(s) discuss the first-week school experience to determine expected activities

and number, subject, and perhaps topics, of lessons to be taught familiarize the student with the curriculum and resource materials used in

the student's major area

2. During lessons presented by pre-intern the teacher should: pre-conference with the students to become familiar with the lesson plan

and the specific professional learning goal. collect data on the lesson using a data collection instrument designed by

the student post-conference with the student so that he/she is able to analyse the data

and plan for future changes in instruction and lessons

3. To communicate with the Faculty of Education, the teacher should: notify the faculty advisor assigned to your school if there are problems,

concerns, or if you want to discuss any aspect of the student's development

4. For effective communication with pre-interns, the teacher should: provide some time to talk about the high school experience with

cooperating teachers. Students need exposure to current issues; the nature of adolescence, the school, the community, and related issues, because they are introduced to the high school environment and context for the first time as a pre-service teacher.

5. Final Evaluation—Collect evidence and documentation and complete final evaluation.

The Role of the Faculty Advisor This individual must: 1. provide a communication channel between the school and the Faculty of

Education

2. visit as many pre-interns in the specific subject area as is possible (because of placements in staff groups, pre-interns in a specific subject area may be placed in a wide geographic area)

3. monitor the development of the pre-intern by reviewing the logbook, observing lessons, and engaging in discussions with the cooperating teachers and the pre-

intern(s)

4. document any/all concerns that arise in the field

5. complete the final evaluation related to the faculty advisor and sign the Profile.


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C. Criminal Record and Police Information Checks including a Vulnerable Sector Search Students accepted into the Faculty of Education, either on a part-time or full-time basis, will be required to obtain a Criminal Record Check (CRC) or Police Information Check (PIC) including a Vulnerable Sector Search (VSS) before going into any schools or community organizations during the various stages of their field experience and volunteer components of their program. This requirement has been established by the policies of our partnering school boards and community organizations. It applies to students who go out into schools for the first time and to all subsequent placements in schools and community organizations throughout a student’s program. Students may be required to provide an original copy CRC/PIC (VSS) for each experience in a different school or community organization. This will depend on the governing and relevant policy of each school board or community organization. Students are responsible for the costs associated with obtaining the necessary CRC/PIC (VSS) each time the documentation is required. The same CRC/PIC may be used for ECS 100, ECS 300, EPSF 300, EAE 302, ECS 311, and EPSF 315, provided nothing has changed between field experiences and is accepted by the participating school division. All interns will require a new CRC/PIC (VSS) specific to their EFLD internship placement. Any concerns related to a CRC/PIC (VSS) search should be referred to the Faculty of Education Student Services and the Superintendent of Human Resources/Director of Education designate for the participating school division. For international students, a CRC/PIC from their home country is useful, but they will require a CRC/PIC (VSS) from the RCMP or city police, as well. The local CRC/PIC will generally indicate they have resided in other jurisdictions during the past 5 years. Many school divisions, including Regina Public and Regina Catholic Schools, will require international students to make an appointment at their division office to sign an affidavit swearing to no criminal records/charges in any other jurisdictions. This process must be completed before students begin their field placement experience. Criminal Record and Police Information Checks including a Vulnerable Sector Search are done through the Canadian Police Information Centre which has access to the criminal data bases of various police organizations. As of July 16, 2010, the RCMP and local police services have implemented a revised process in securing a CRC/PIC (VSS) using name, birth date, and gender. If a search comes up positive, an individual must consent to be fingerprinted to obtain a CRC/PIC (VSS). Fingerprints are sent to Ottawa to be compared to the criminal record. If there is a possible match to a criminal record, this process can take up to 120 business days. If no match is found, this process can take 3 business days or less. Fingerprinting is either done by the local city police service or by the Corp of Commissionaires. There can be a charge for this service that students are responsible for. Within the city of Regina, if an individual has a conviction, such as a DUI or another criminal code violation, there is a possibility that the Regina Police Service will require a thumb print to be processed. This will take 5-10 days. This process is different within various jurisdictions. It is up to the individual student to find information about the different processes with regard to obtaining a CRC/PIC (VSS). Although criminal records can be expunged, if the charge is related to sexual criminal activities, it will show up when a Vulnerable Sector Search is included with the CRC/PIC.


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Criminal Record and Police Information Check including Vulnerable Sector Search (continued) Where to Obtain a CRC/PIC with Vulnerable Sector Search Depending on your permanent address (the address that is listed on your I.D.), a CRC/PIC can be requested from your local RCMP detachment or city police service. You may be required to pay for this service. We suggest that you ask for a least two originals as you may be placed in more than one school division for different field assignments. If possible, do not have the CRC/PIC mailed, but pick it up in person. The RCMP will not give the Vulnerable Sector Search to you. At the same time as you apply for a CRC/PIC, a waiver can be signed that will allow the RCMP to complete a Vulnerable Sector Search and send it to the school division once you have provided the necessary information. It may take a number of weeks for you to receive a CRC/PIC. The majority of CRC/PIC’s will be completed within a day or two, but some checks will take much longer and may require fingerprinting, even if you have no previous conviction. Applications should be made within 4 months of the start of a field experience. You will not be permitted to take ECS 100 without a complete CRC/PIC with Vulnerable Sector Search. When requesting the CRC/PIC, please have the purpose for it included (e.g., University of Regina Student or Field Experience Assignment). This is a requirement if a field experience is with Regina area schools. Chinook School Division (Swift Current and South West Saskatchewan area) will reimburse the costs of a CRC/PIC upon the successful completion of a practicum experience. School Field Experience Placements Generally, University of Regina field experience placements are arranged in the following school divisions: Regina S.D. #4 (RBE), Regina RCSSD #81 (RCSD), Prairie Valley S.D. #208 (PVSD). Specific requests for other school divisions will be considered on a case-by-case basis and accommodated when possible. Information about your field-based practicum placement will be provided to you in your ECS 100/300/311, EAE 302, and EPSF 300/315/350 classes once the field assignments have been completed. When you go to the school you have been assigned for the first time, you must have the current, original CRC/PIC with you. Students will not be allowed into classrooms without an acceptable CRC/PIC (VSS). In Regina schools, the principal may take a copy of the CRC/PIC and return the original to you. Please make sure to keep the original CRC/PIC in a safe spot, because you will need it again for future pre-internship or field experience placements. Although the CRC/PIC used for ECS 100 will be accepted in Regina schools for all ECS classes until internship*, you may be required to sign a form indicating that there have been no changes to your CRC/PIC since the original was submitted. If you are placed in a school division outside of Regina, please check with the school principal or the school division office for information regarding the CRC/PIC policy and procedures. *For the sixteen-week internship field experience, all students require an updated CRC/PIC including a Vulnerable Sector Search.*


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Criminal Record and Police Information Check including Vulnerable Sector Search (continued)

Duty to Report If during your time as a full-time or part-time student in the Faculty of Education at the University of Regina, or prior to becoming a part-time or full-time education student, a criminal charge is brought against you, or you are convicted of a criminal offence such that there would be a change in your CRC/PIC, you are required to report this information immediately, but no later than 48 hours, after you first become aware of the charge or conviction, as follows:

1) If you are completing a field placement at a school, you must report this information to: your cooperating teacher by phone at the contact number you have secured, followed immediately by written confirmation via e-mail to the cooperating teacher’s email address; and the principal or administrative designate of the school in which you are involved, by phone to the school’s telephone number, followed immediately by written confirmation via e-mail to the principal or administrative designate at such email address as is provided by the principal or administrative designate.

2) If you are placed in a community organization for volunteer purposes, you must report this information to: the contact person in your organization who helped you secure your volunteer position by phone at the contact number you have secured for this person, followed immediately by written confirmation via e-mail to this same person at his or her email address; and the head or principal of the organization in which you are involved, by phone at the contact number you have for this person, followed immediately by written confirmation via e-mail to this person, or his or her designate, at such email address as is provided by the head or principal or his or her designate.

3) If a criminal charge is brought against you or you are convicted of a criminal offence such that there would be a change in your CRC/PIC, there may be adverse consequences to your status as a part-time or full-time student in the Faculty of Education which may ultimately result in you not being able to complete the field component of your teacher education program. This will depend upon the nature and circumstances of the charge or conviction. This, in turn, could potentially jeopardize your ability to successfully complete your degree program in the Faculty of Education. The ultimate determination of whether the student with a positive CRC/PIC can be allowed to perform or continue his or her teacher education in the field will be made exclusively by the hosting school board and/or community organization.

4) Failure to report any criminal conviction and/or outstanding charges that have occurred since the date of the original CRC/PIC (VSS) may be grounds for immediate dismissal from the field placement, either in a school or community organization. This will depend upon the governing school board’s or community organization’s policy.

Additional Information – Please read carefully 1) CRC/PICs are only completed on students who are over the age of 18. 2) Please forward the names of students who are not 18 to the office of Student Services and we will

prepare the schools for students who need the "School Division – CRC/PIC form". 3) CRC/PICs are a requirement of the school divisions, not the Faculty of Education - University of Regina,

and students must take the original CRC/PIC with them on the first day of a field experience. 4) The principal may copy the CRC/PIC and return the original to the student. No CRC/PIC = no field

placement. 5) Do not return the CRC/PIC’s to the Faculty of Education or to your University instructors. Students

are responsible for these records themselves. 6) The cost of the CRC/PIC varies in each jurisdiction. If you have any concerns or considerations about

the Police Information Check, please contact Student Services at 306-585-4521.


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Satisfactory

Developing

Not Satisfactory

PLANNING Evidence of: detailed lesson plans (with component parts) that engage students

understanding how sequential lessons are linked

CONTENT Evidence of: knowledge of subject area content

organization of content for instruction

lessons appropriate for grade level

INSTRUCTION Evidence of: use of a variety of instructional methods that involve students in learning

adapting teaching to student differences (e.g., learning style, culture, ability, gender, exceptionality)

attending to concepts, skills, processes, attitudes & values development

use of a variety of assessment strategies

CLASSROOM MANAGEMENT Evidence of:

withitness in dealing with unexpected issues

use of a variety of classroom management techniques

understanding that classroom management is linked to planning for instruction

implementation of appropriate routines & procedures

promoting a positive classroom environment

COMMUNICATION SKILLS Evidence of:

appropriate verbal communication skills

appropriate non-verbal communication skills

appropriate written skills

establishing &/or enforcing appropriate routines

Satisfactory

Developing

Not Satisfactory

INTERPERSONAL SKILLS Evidence of:

EFLD 350 Field Experience Profile & Cooperating Teacher’s Report

Student Name: First: Last: SID: Cooperating Teacher: School/Grade: Faculty Advisor: Date:

For each criteria, please check the box that best describes the pre-intern’s performance at this time.


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developing positive relationships with students

relating to other teachers & adults in a professional manner

PERSONAL & PROFESSIONAL QUALITIES Evidence of:

initiative

making plans for future improvements in professional practice

exhibiting organizational skills

understanding & discussion of strengths & weaknesses of a teaching experience in a balanced manner

engaging in the professional development process (e.g., sets targets/goals, solicits feedback, reflects on teaching)

commitment to teaching

OVERALL RATING: Satisfactory Unsatisfactory

Cooperating Teacher’s Comments


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Student’s Comments (required): Please attach additional pages as required.

Faculty Advisor’s Comments

Cooperating Teacher’s Signature: Faculty Advisor’s Signature: Student’s Signature:

Faculty Advisor Cooperating Teacher

Recommend that this student proceed to internship. Do not recommend that this student proceed to internship


Overall Rating: Please check one:


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Satisfactory

Developing

Not Satisfactory

PLANNING Evidence of: detailed lesson plans (with component parts) that engage students

understanding how sequential lessons are linked

CONTENT Evidence of: knowledge of subject area content

organization of content for instruction

lessons appropriate for grade level

INSTRUCTION Evidence of: use of a variety of instructional methods that involve students in learning

adapting teaching to student differences (e.g., learning style, culture, ability, gender, exceptionality)

attending to concepts, skills, processes, attitudes & values development

use of a variety of assessment strategies

CLASSROOM MANAGEMENT Evidence of:

withitness in dealing with unexpected issues

use of a variety of classroom management techniques

understanding that classroom management is linked to planning for instruction

implementation of appropriate routines & procedures

promoting a positive classroom environment

COMMUNICATION SKILLS Evidence of:

appropriate verbal communication skills

appropriate non-verbal communication skills

appropriate written skills

establishing &/or enforcing appropriate routines

Satisfactory

Developing

Not Satisfactory

INTERPERSONAL SKILLS Evidence of:

EFLD 350 Field Experience Profile & Cooperating Teacher’s Report

Student Name: First: Last: SID: Cooperating Teacher: School/Grade: Faculty Advisor: Date:

For each criteria, please check the box that best describes the pre-intern’s performance at this time.


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developing positive relationships with students

relating to other teachers & adults in a professional manner

PERSONAL & PROFESSIONAL QUALITIES Evidence of:

initiative

making plans for future improvements in professional practice

exhibiting organizational skills

understanding & discussion of strengths & weaknesses of a teaching experience in a balanced manner

engaging in the professional development process (e.g., sets, targets/goals, solicits feedback, reflects on teaching)

commitment to teaching

OVERALL RATING: Satisfactory Unsatisfactory

Cooperating Teacher’s Comments


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Student’s Comments (required): Please attach additional pages as required.

Faculty Advisor’s Comments

Cooperating Teacher’s Signature: Faculty Advisor’s Signature: Student’s Signature:

Faculty Advisor Cooperating Teacher



Overall Rating: Please check one:


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E. Accommodation for Field Experience Information

The University of Regina wishes to support all students in achieving academic success while enjoying a full and rewarding learning experience. The Centre for Student Accessibility upholds the university's commitment to a diverse and inclusive learning community by providing services and support to enable students with disabilities to approach their studies in an equal and effective manner. The Centre aims to encourage independence, self-advocacy and equality for all students, while maintaining personal, confidential service.

If you require accommodation during your pre-internship field experiences please contact the Center for Student Accessibility prior to the start of your field experience: https://www.uregina.ca/student/accessibility/index.html

If you have any question or concern about your accommodation needs for field experience, please contact Dr. Xia Ji, Director of Professional Development and Field Experiences at 306-585-4521, or email to [email protected] .

https://www.uregina.ca/student/accessibility/index.html

tel:3065854521

mailto:[email protected]

efld 350 manual secondary pre internship · iii. the field experience--secondary pre-internship a....

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