practicum handbook - faculty of education...practicum consultants provide additional support in two...

October 2020

Transforming Education. Transforming Lives.

PRACTICUM HANDBOOK A Guide for Associate Teachers, Teacher

Candidates,

School Administrators and School Coordinators

Faculty of Education, Western University

1137 Western Road, London, ON N6G 1G7

[email protected] | 519-661-2093

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Table of Contents

Teacher Education Program ...................................................... 3

Your Teacher Education Team .................................................. 3

Overview of the Bachelor of Education ........................................ 4

Assignment of Practicum Placements ........................................... 4

Expectations of Teacher Candidates ............................................. 5

Practical Items .............................................................. 5

Becoming a Professional ...................................................... 6

Performance Practice Record .................................................. 6

Assessment for Long Term Learning ............................................ 7

Lesson Plans ................................................................. 7

The Practicum Team ............................................................ 7

Planning for Feedback......................................................... 10

Practicum .................................................................... 11

Associate Teacher Report for Practicum 1 ...................................... 13




When a Teacher Candidate is in Difficulty ..................................... 21

An Unsatisfactory Practicum ................................................. 21

Incomplete Practicum ........................................................ 21

Process for addressing concerns ............................................. 21

Voluntary Withdrawal from a Practicum ....................................... 22

Faculty of Education Policies ................................................. 22

Attendance .................................................................. 22

Inclement Weather ........................................................... 22

Accidents and Injuries ...................................................... 23

Associate Teacher Absence ................................................... 23

Education Act Regulations ................................................... 23

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Teacher Education Program

Your Teacher Education Team

Team Member

Role

Contact

Anna Zuber Director, Teacher Education 519-661-2111 ext. 88548

[email protected]

Joanne

Lombardi

Practicum & Community Engagement

Coordinator

519-661-2111 ext. 81158

[email protected]

Katie Mentone Program Coordinator 519-661-2111 ext. 80518

[email protected]

Cindy Barnes Program Advisor/Practicum

Assistant

519-661-2111 ext. 87153

[email protected]

Cathy Cornett Administrative Assistant 519-661-2111 ext. 88657

[email protected]

Kathy Hibbert Professor and Associate Dean 519-661-2111 ext. 88557

[email protected]

mailto:[email protected]:[email protected]:[email protected]:[email protected]

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Overview of the Bachelor of Education

Western’s two-year program consists of courses and practica. The courses include common

courses, division level courses (PJ, JI, IS), specialty courses and electives. Practicum

consists of three components:

Four practice teaching blocks in assigned schools, one block in each of the four program terms

Two alternative field experience blocks in year two of the program

Presentations, workshops and professional development series offered throughout the program called “Transition to Professional Practice” (T2P)

In order to qualify for the B.Ed. and be recommended to the Ontario College of Teachers,

Teacher Candidates must successfully complete all components.

Assignment of Practicum Placements

Western works with many boards across the province of Ontario to ensure that you have

multiple, diverse opportunities to teach in various school districts.

We are partners with, and guests in the classrooms in the schools we work with. The

Associate Teachers who agree to serve in the mentoring role have been identified by their

principals and school districts as exemplary teachers, willing to support the growth and

development of the next generation of professionals.

School boards work with multiple requests from various universities, all on different

timetables. We all work together to ensure you are all placed on time, but sometimes we

run closer to the date than we would like for a variety of reasons. Rest assured that we

are in close contact with the boards, and as soon as we get the list of confirmed

placements from them, we communicate them to you.

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You will be granted a practicum placement once the following requirements are met:

1. Essential Skills & Abilities Requirement: Teacher Candidates must be able to demonstrate responsibility for the physical safety, psychological health, and

educational well-being of students in schools. Teacher Candidates must, therefore,

possess the cognitive, communicative, sensory/motor, and

emotional/social/interactional abilities necessary for these complex activities.

2. Ethical Requirement: Teacher Candidates in Ontario Faculties of Education are Associate Members of the Ontario Teachers Federation and are thereby subject to

Ethical Standards for the Teaching Profession of the Ontario College of Teachers.

Teacher Candidates must demonstrate care, respect, trust, and integrity in all

interactions with students, parents, other teachers, school personnel, and members

of the public.

3. Police Record Check Requirement: A Police Record Check which includes Vulnerable Sector Screening, and which is acceptable to the school boards with whom we work is

required before that Teacher Candidate can be placed in a school for practicum. If

information appears on a Teacher Candidate’s police record check that is

unacceptable to school boards, they will be unable to complete the program and will

be withdrawn.

4. Certification of completion of the Ministry of Labour’s Worker Health and Safety Awareness eLearning module: All Teacher Candidates are required to have the same

occupational health and safety training as would an employee of the organization

where they are placed (Bill 18, Stronger Workplaces for a Stronger Economy Act,

2014). Teacher Candidates must complete the basic training offered on-line by the

Ministry of Labour.

5. Attendance & Course Work Requirement: Teacher Candidates must maintain a satisfactory record of attendance and satisfactory standing in all course work.

Unexcused absences, non-participation in classes, and incomplete or unsatisfactory

assignments or other course requirements are grounds for denying a practicum

placement. This includes attendance in professional development series and

alternative practicum placements.

Expectations of Teacher Candidates

Practical Items

Review the school’s Code of Conduct and Dress Code to ensure you are aware of

expectations in advance;

Wear your photo ID card, and carry proof of your Police Reference Check with

Vulnerable Sector Screening

Sign in to the school office upon arrival. Check that you have parked in an

appropriate space. Request a copy of any of the school materials so you can learn

about their vision/mission, policies on arrival and departure times, routines,

photocopying protocols and so on.

https://www.oct.ca/public/professional-standards/ethical-standardshttps://www.oct.ca/enhttps://theteachercandidate.com/boardrequirements/https://www.labour.gov.on.ca/english/hs/training/workers.php

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As a matter of LEGALITY. . . Teacher Candidates are associate members of the

Ontario Teachers' Federation (Section 4.(2)), and are therefore subject to the

regulations of the Teaching Profession Act.

Arrive early enough to be in class for the legally specified amount of time

before school;

Never, under any circumstance, communicate with students through e-mail or

by telephone;

Never collect or disseminate personal e-mail addresses or telephone numbers;

Maintain strict confidentiality about all information you may acquire about

students, teachers, families, or others with connections to the school.

Becoming a Professional

Think about what you want to communicate as you meet your Associate Teacher, and enter

the school setting as a Teacher Candidate. Reach out to your Associate Teacher by

telephone or email prior to the start of practicum. Introduce yourself, and confirm a

time and place to meet on Day 1. Take your laptop, and share your Professional Practice

Record with your Associate Teacher, so you can help her/him see a little bit about you,

your background, the courses you are taking, the specialty area you are in, and so on.

Performance Practice Record

A practicum provides an opportunity for teacher candidates to identify their strengths

and weaknesses, and develop strategies for how to improve. Associate Teachers can begin

with a discussion of what the teacher candidate has documented from experiences in

courses and/or practicum thus far. We would like to shift the conversation from simply

focusing on ‘how well am I (the candidate) doing, to “how is this

(knowledge/skill/attitude) going to help me in my future work with students?”

Teacher Candidates will be expected to track and document their progress toward the

expected competencies and outcomes. The relationship developed between the Teacher

Candidate and the Associate Teacher can go a long way toward building the knowledge,

skills and attitudes appropriate to a licensed teacher in Ontario.

The process will introduce you to a process of self-reflection and self-assessment of

your professional practice that is expected of all teachers in Ontario. The “New Teacher

Induction Program” and “Annual Learning Plan” will build on the confidence, efficacy,

instructional practice and commitment to continuous learning that you begin in this

initial Teacher Preparation program.

This diagram below may help you identify where you are in your learning, and facilitate

communication with Associate Teachers and course instructors:

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Assessment for Long Term Learning

Lesson Plans

Research1 suggests that student ability to develop effective, responsive lesson plans

moves along a continuum of experiences:

Teacher Candidates will find numerous lesson plan exemplars in the resources in their

course syllabi, and receive instruction on the differentiation required in various

subject areas. Associate Teachers may want to share examples of their work with students

as a ways of communicating expectations.

The Practicum Team

The Faculty of Education has a strong team working to support the practicum program and

all Teacher Candidates and Associate Teachers. In collaboration with our school board

partners, orientation is offered each year to Associate Teachers who wish to serve in

this personally and professionally rewarding mentoring role. An Awards Ceremony is held

at the end of each year to thank our partners, and honour those our students nominate as

being exceptional.

1 Lim, W., Son, J.W. & Kim, D.J. (2018). Understanding preservice teacher skills to construct

lesson plans. International Journal of Science and Mathematics Education, 16(3), 519-538.

modifying an existing plan critiquing synthesizing improving creating

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Practicum & Community Engagement Coordinator

Joanne Lombardi [email protected] is the Faculty’s point of contact for Teacher Candidates,

Associate Teachers and Principals. She ensures that all Teacher Candidates are provided

with:

access to practicum guidelines and policies, including OCT Standards of Practice and Ethical Guidelines,

expectations for their work and performance during practicum;

appropriate placements for each practicum block;

assistance of Practicum Consultants, as needed, while on practicum.

Practicum Consultants

Practicum Consultants provide additional support in two ways:

1. they ensure one external observation and report is written in Year 2 (by

appointment), and

2. they are available “on call” to support you (as needed).

Practicum Consultants visit on an On Call basis. If either Teacher Candidates or

Associate Teachers have concerns or difficulties during the practicum, Practicum

Consultants undertake on-site observation and consultation, and ensure full documentation

of events concerning the difficulty. Email us at [email protected] (or call 519-661-2111

x81158) for support.

Principal’s Role

The Principal’s support and encouragement is vital to the success of the practicum

program. The Principal:

Teacher Candidate

Associate Teacher

Practicum Consultant

Principal

Practicum/Field Experience

Coordinator

mailto:[email protected]:[email protected]

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nominates teachers to be Associate Teachers who can model effective teaching and who are prepared to support and guide Teacher Candidates with patience and

compassion;

arranges an orientation of Teacher Candidates to the school, with introductions to staff and administration;

organizes suitable introductory activities for Teacher Candidates such as,

a review of school goals and philosophy, policies and procedures;

an overview of programs, routines, timetables, supervision schedules;

special resources, extracurricular activities, parental/caregiver involvement,

etc.

informs students, parents, and caregivers about the practicum and the school’s role in teacher education.

Associate Teacher's Role

Associate Teachers provide the guidance necessary for Teacher Candidates to grow and

develop professionally through classroom practice. The atmosphere of trust and respect

established by the Associate Teacher is essential to the success of the practicum

experience. Associate Teachers:

welcome and introduce the Teacher Candidate to the class;

communicate with Teacher Candidates about expectations of the practicum;

set aside a place within the classroom where the Teacher Candidate may sit, work,

observe, etc.

review the Teacher Candidate’s emerging Professional Practice Record, and learn

what they have identified as areas of strength and areas they are focused on

growing;

facilitate the Teacher Candidate's access to information about the school and

classroom, providing schedules, timetables, seating plans, student lists, duty

rosters, etc., as available;

provide opportunities for the Teacher Candidate to observe all aspects of the

Associate Teacher's work;

plan observation activities with the Teacher Candidate;

inform the Faculty of Education immediately of any Teacher Candidate who seems to

be experiencing difficulties or about whom there are concerns;

model their best classroom teaching strategies, and discuss them with your Teacher

Candidate;

share their expertise – your knowledge of learners, schools, teaching strategies,

classroom management;

invite their Teacher Candidate to participate in extra-curricular activities and pd

in the school;

permit their Teacher Candidate to explore other parts of the school and to engage

in Faculty-assigned activities;

encourage their Teacher Candidate to engage with students and assist you with your

lessons;

identify with your Teacher Candidate the subject(s) and topics he or she will

teach;

expect written lesson plans, provide guidance, observe the Teacher Candidate while

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he or she teaches, and provide oral and written feedback daily;

assist the Teacher Candidate with his/her self-evaluation and with setting goals

for the next practicum.

Planning for Feedback

In Visible Learning Feedback, John Hattie and Shirley Clarke have noted that there is a

distinction between what teachers think about when they give feedback, and what learners

are expecting. From this insight, they distilled a model that helps both the educator and

the learner reach a shared understanding of goals, compare those goals with the expected

standard, and then engage in dialogue, remediation and action which can close any gaps

that exist between where they are, and where they need to be (aligned with their level of

experience and progression in the program).

How will you manage feedback in your practicum together?

Consider a double entry journal; the TC can note what they are focusing on in a

particular lesson; and while the TC is teaching, the AT can write comments back so

a dialogue begins and can be debriefed later together;

Consider video-diaries: the AT can video record your teaching, and you can review

them together and see what you notice. What is causing you to notice these

particular things? How might you develop your skills for the next time? What went

right? What did not go as well as you hoped? What did you learn from the

experience? (Video segments can be entered into your PPR as a record of progress

and to set goals for improvement.)

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Consider prioritizing things to work on together. What should I improve on first?

What is most critical and most important?

Compare AT assessment and teacher candidate self-assessment. How do you see things

the same, or differently?

Practicum The practicum experience is critical to professional learning, as it offers Teacher

Candidates a place to consolidate and apply what they are learning in their coursework to

the classroom setting. Through the practicum, Teacher Candidates acquire a “big picture”

understanding of schools, communities, students, and teachers as they observe in

classrooms, participate in school life, and plan and teach their first lessons.

Teacher Candidates bring varying background experiences into their practicum. Clear

dialogue between Associate Teachers and Teacher Candidates early on will facilitate the

development of an appropriate practicum plan that aligns with the emerging knowledge,

skills and abilities of the TC, and their experience to date. Reviewing the plan

regularly together, and communicating about how things are going, will help to ensure a

gradual scaffolding of responsibility that builds confidence and builds on successes in a

supported environment. Any difficulties must be communicated early on. When support is

needed, the Practicum Manager is a phone call away.

Expectations will see a gradual building of engagement of the Teacher Candidate over the

course of the practicum:

observe, assist, plan, teach some lessons, self-assess progress, reflect,

plan for improvement

Eleanor Roosevelt once said, “Learn from the mistakes of others. You can’t live long

enough to make them all yourself”.

The goal of the practicum is to share a learning journey, and provide a learning

environment that focuses on modeling practice, and scaffolding expectations through

feedback focused on growth toward future performance. Goals need to be specific to the

Teacher Candidate and Associate Teacher pairing, communicated in a clear and coherent

form, and aligned with expectations.

Week 1 Week 2 Week 3 Week 4

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Questions that the Teacher Candidate may be wondering:

What is expected of me? Are the goals on track? What can I do to improve? What supports

do I need?

Associate Teacher Report for Practicum 1 (Year One, Fall)

To the Associate Teacher:

Midway through the practicum, use this form to provide formative feedback to your TC.

Towards the end of the fourth week of the practicum, assess your TC’s progress by marking the

Continuum of Progress below; as well, check one box to the right to indicate whether the practicum

overall was satisfactory or not satisfactory.

(a) Continuum of Progress

Category and description: Needs improvement

Making progress Very good Outstanding

Professionalism:

Demonstrates professionalism in attitude, appearance, conduct:

Has a strong work ethic (e.g., shows initiative, enthusiasm, and interest in improving

professional practice):

Demonstrates consistent and punctual attendance:

Upholds OCT standards of respect, integrity, trust, and care:

Is self-reflective, accepts constructive feedback, incorporates AT’s suggestions into

professional practice:

Active Observation: About the School

takes initiative to learn about the school (e.g., uses Active Observation templates

from Logbook):

Active Observation: In the Classroom

takes initiative to learn about classroom, students, lesson planning (e.g., uses Active

Observation templates from Logbook):

Assisting and Participating:

assists AT in planning classroom activities for students:

observes and supports individual and small groups during AT’s lessons and other

classroom activities:

assists AT in out-of-classroom supervision:

Associate Teacher (AT): Teacher Candidate (TC):

School: Program (circle one): PJ PJ French JI IS

Grade(s) & Subject(s) Days Absent:

Overall, this practicum placement has been satisfactory.

Overall, this practicum placement has not been satisfactory.

Planning for Instruction:

consults with AT to identify topics and lessons to be taught:

prepares detailed, written lesson plans that:

o have appropriate curriculum expectations and learning goals;

o include appropriate instructional strategies to support learning;

o are available for Associate Teacher to review at least 2 days prior to the day the

lesson will be taught.

Classroom Environment:

helps to maintain a safe and respectful classroom environment through personal

example and positive interaction with students;

shows awareness of and begins to develop effective classroom management skills.

(b) Associate Teacher Comments

Associate Teacher’s Name: Associate Teacher’s Signature: Date Teacher Candidate’s Name: Teacher Candidate’s Signature: Date

(Teacher Candidate’s signature indicates he or she has received a copy of this report.)

Associate Teacher Report for Practicum 2 (Year One, Spring)


Please provide ongoing feedback to your TC. This form may also be used as a Formative

Assessment tool. Towards the end of the fourth week of the practicum, please assess your

Teacher Candidate’s progress by marking the continua below; as well, check one box to the

right to indicate whether the practicum overall was satisfactory or not satisfactory.

Continuum of Progress

Professionalism: Needs

improvement Making

Progress Very Good Outstanding Associate Teacher’s Comments

Demonstrates professionalism in attitude, appearance, and conduct:

Has a strong work ethic (i.e., demonstrates initiative, enthusiasm, and an interest in improving professional practice):



Is self-reflective, accepts constructive feedback, incorporates AT’s suggestions into professional practice:

Lesson Planning: Needs

improvement Making


Consults with Associate Teacher to identify topics and lessons to be taught:

Identifies outcomes and plans content to support provincial curriculum:

Prepares detailed and complete written lesson plans:

Makes lesson plans available for AT review in time for feedback & revision if necessary:

Associate Teacher:

Teacher Candidate:





Pedagogy: Needs

improvement Making


Uses a variety of appropriate instructional strategies to support student learning:

Engages and motivates students, and captures their interest:

Uses technology as appropriate to enhance instruction and student learning:

Uses a range of instructional approaches to suit different learning styles and needs:

Integrates appropriate assessment strategies into lessons:

Classroom and School Environment: Needs

improvement Making


Maintains a safe and respectful classroom environment through personal example and positive interactions with students:

Employs effective classroom management strategies:

Establishes supportive, respectful, and professional relationships with students:

Develops appropriate and positive professional relationships with all teachers, staff, and administration:

ADDITIONAL COMMENTS (optional):



Associate Teacher Report for Practicum 3 (Year Two, Fall)



Assessment tool. Towards the end of the sixth week of the practicum, please assess your





improvement Making








improvement Making






Associate Teacher:

Teacher Candidate:





Pedagogy: Needs

improvement Making








improvement Making









Associate Teacher Report for Practicum 4 (Year Two, Spring)



Assessment tool. Towards the end of the last week of the practicum, please assess your





improvement Making








improvement Making






Associate Teacher:

Teacher Candidate:





Pedagogy: Needs

improvement Making








improvement Making









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When a Teacher Candidate is in Difficulty

An Unsatisfactory Practicum

A practicum may be judged unsatisfactory and terminated early for any of a number of

reasons, including but not limited to:

lack of care, respect, trust, or integrity;

unprofessional attitude or poor work ethic (e.g., unexcused absences, repeated late

arrivals);

lack of preparation (e.g., lesson plans not prepared in time for Associate Teacher

review);

lack of progress in skill development (e.g., inability to respond to constructive

advice & guidance);

lack of progress in developing independence in teaching or preparing for teaching;

lack of rapport with students or others in the school;

insufficient cognitive, communicative, sensory/motor, or

emotional/social/interactional abilities to ensure the physical safety,

psychological health, or educational well-being of students.

Progression: A Teacher Candidate who receives an unsatisfactory evaluation from his

or her Associate Teacher or Practicum Consultant will meet with the Manager of

Practicum & Field Experiences and the Associate Dean or designate. The Teacher

Candidate’s status in the program becomes conditional upon satisfactory progress in

the program and successful completion of a make-up practicum. A second unsatisfactory

practicum report constitutes failure of the B.Ed. program.

The make-up practicum will be scheduled, if possible, in May of the same academic

year. A Teacher Candidate may, however, first be required to demonstrate to the

satisfaction of the Associate Dean that he or she no longer poses a risk to students,

is capable of acting ethically and with care, respect, trust, and integrity, and has

the essential skills and abilities needed to be responsible for the physical safety,

psychological health, and educational well-being of students. Such demonstration may

require medical or other documentation.

Incomplete Practicum

If a Teacher Candidate is unable to complete a practicum because of illness or other

circumstances requiring compassionate consideration, the practicum is considered

incomplete.

Progression: After an incomplete practicum, a make-up practicum will be scheduled,

if possible in May of the same academic year. The Teacher Candidate must first

satisfy the Associate Dean that he or she is sufficiently well to enter a new

practicum placement. Such demonstration may require medical or other documentation.

Process for addressing concerns

1. It is critical when things are not going as expected, to communicate clearly and

early on, both verbally and in writing. Be sure you articulate what needs to

change, and specifically what a Teacher Candidate needs to do to improve and on

what timeline.

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2. Reach out at [email protected] (or 519 661 2111 ext. 81158)to talk early about the

situation and decide if it is time to bring in a Practicum Consultant.

3. Following that conversation, if an unsatisfactory rating is being considered,

inform the Teacher Candidate verbally and in writing early enough to allow the TC

to attempt to make changes. Be explicit about what is needed to turn this around.

a. Ensure that a Practicum Consultant comes in to do an observation;

b. The final decision about whether a practicum is deemed unsatisfactory is made

jointly between the Associate Teacher and the Faculty of Education.

Voluntary Withdrawal from a Practicum

Teacher Candidates are expected to work collegially with Associate Teachers and, with the

assistance of a Practicum Consultant if necessary, attempt to resolve any issues that may

arise. Voluntary withdrawal from a practicum placement without the advice of or against

the recommendation of a Practicum Consultant, the Practicum Manager or the Teacher

Education Office constitutes an unsatisfactory practicum.

Progression: Voluntary withdrawal from a practicum may constitute grounds for

withdrawal from the program. The Practicum Manager will review with the Teacher

Candidate and Practicum Consultant (if any) the circumstances surrounding the

withdrawal and recommend progression, on a case by case basis, to the Associate Dean.

Faculty of Education Policies

This is a selection of relevant policies from the Faculty of Education. A full suite of

policies can be found online.

Attendance

Arrive early. Find out when your classes start, and arrive at least a half an hour prior

to the start of class. Help your Associate Teacher in preparing for the day’s activities,

setting up labs, doing yard supervision. Stay after class. Debrief the day. Participate

in the school culture and extra-curricular activities. Take all opportunities to get to

know staff members, school routines, engage in professional development, parent/student

meetings and so on.

During the practicum, Teacher Candidates are governed by the Faculty of Education polices

as outlined on our website

If you are absent (due to illness, bereavement, religious observance or approved

compassionate leave), you must notify:

1. The Teacher Education Office before 9:00 a.m. at 519.661.2093 or by e-mail:

[email protected]

2. Your Associate Teacher or the school Principal as early as possible.

Progression: Terminating a practicum placement because of unexcused absences

constitutes an unsatisfactory practicum. The Practicum Manager will review the

circumstances surrounding unexcused absences with the Teacher Candidate, Practicum

Consultant and the Associate Dean to determine progression in the program.

Inclement Weather

Plan ahead. If you know the weather forecast is going to be bad and your placement is in

mailto:[email protected]://www.edu.uwo.ca/CSW/my-program/BEd/policies.htmlhttps://www.edu.uwo.ca/CSW/my-program/BEd/policies.htmlmailto:[email protected]

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another region/city from where you live, look into options of where you might stay closer

to your placement. Think about your practicum as if you were an employee at the school.

Never drive in unsafe conditions. Listen to a local radio station and check school board

websites in the morning to get information about possible school closings. If possible,

contact your Associate Teacher for confirmation. Western University posts weather updates

online here: uwo.ca/weather

A Teacher Candidate who cannot attend school because of inclement weather must inform:

the Associate Teacher - as early as possible; and,

the Teacher Education Office before 9:00 a.m. at 519.661.2093 or by e-mail: [email protected]

Accidents and Injuries

The Ontario Ministry of Education has arranged for all Teacher Candidates to be covered

for accidents and/or injuries while on unpaid practicum placements. Teacher Candidates

complete an accident form "Work/Education Placement Agreement 63-1352 (rev. 02/00)" prior

to starting a practicum placement and submit it to the Teacher Education Office where it

will be held until needed.

In case of an accident, a Teacher Candidate should immediately call the Teacher Education

Office with details 519 661-2093 or e-mail [email protected]. The Teacher Education Office

must, within 24 hours of the incident, complete an Accident Report Form on behalf of the

Teacher Candidate.

Associate Teacher Absence

Teacher Candidates must not assume unsupervised responsibility for students or take the

place of a supply teacher.

If an Associate Teacher's absence is expected to be three days or less, a Teacher

Candidate may continue under the supervision of a supply teacher. If an Associate Teacher

is expected to be absent for an extended period of time, please inform the Teacher

Education Office as we may need to make an alternative arrangement.

Education Act Regulations

Duties of a Teacher Education Act R.S.O. 1990, CHAPTER E.2

264. (1) It is the duty of a teacher and a temporary teacher,

(a) to teach diligently and faithfully the classes or subjects assigned to the teacher by the principal;

(b) to encourage the pupils in the pursuit of learning;

(c) to inculcate by precept and example respect for religion and the principles of Judaeo-Christian

morality and the highest regard for truth, justice, loyalty, love of country, humanity, benevolence,

sobriety, industry, frugality, purity, temperance and all other virtues;

(d) to assist in developing co-operation and co-ordination of effort among the members of the staff of the

school;

(e) to maintain, under the direction of the principal, proper order and discipline in the teacher’s

classroom and while on duty in the school and on the school ground;

(f) in instruction and in all communications with the pupils in regard to discipline and the management of

the school,

(i) to use the English language, except where it is impractical to do so by reason of the pupil not

understanding English, and except in respect of instruction in a language other than English when

such other language is being taught as one of the subjects in the course of study, or

(ii) to use the French language in schools or classes in which French is the language of instruction

except where it is impractical to do so by reason of the pupil not understanding French, and except

https://uwo.ca/weather.htmlmailto:[email protected]:[email protected]://www.e-laws.gov.on.ca/html/statutes/french/elaws_statutes_90e02_f.htm#s264s1http://www.e-laws.gov.on.ca/html/statutes/french/elaws_statutes_90e02_f.htm#s264s1

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in respect of instruction in a language other than French when such other language is being taught as

one of the subjects in the course of study;

(g) to conduct the teacher’s class in accordance with a timetable which shall be accessible to pupils and

to the principal and supervisory officers;

(h) to participate in professional activity days as designated by the board under the regulations;

(i) to notify such person as is designated by the board if the teacher is to be absent from school and the

reason therefore;

(j) to deliver the register, the school key and other school property in the teacher’s possession to the

board on demand, or when the teacher’s agreement with the board has expired, or when for any reason the

teacher’s employment has ceased; and

(k) to use and permit to be used as a textbook in a class that he or she teaches in an elementary or a

secondary school,

(i) in a subject area for which textbooks are approved by the Minister, only textbooks that are

approved by the Minister, and

(ii) in all subject areas, only textbooks that are approved by the board;

(l) to perform all duties assigned in accordance with this Act and the regulations. R.S.O. 1990, c. E.2,

s. 264 (1); 2003, c. 2, s. 20 (1).

Workplace Harassment If you believe you are the subject of harassment, the following process is recommended:

Contact the Practicum Manager or a Practicum Consultant to help assess next steps;

If a conversation with the individual(s) cannot resolve the issue, you may chose a

more formal route.

Notify the school Principal, who would then follow their Board’s Harassment Policy.

You will be obliged to provide the Associate Teacher with a written statement of

the complaint registered with the Principal within three days. Ontario Teachers’

Federation (OTF) Guidelines Regarding Harassment Complaints That Arise During

Practicum Placements (p. 2)
http://www.otffeo.on.ca/en/wp-content/uploads/sites/2/2013/11/HarassmentGuidelines1.pdfhttp://www.otffeo.on.ca/en/wp-content/uploads/sites/2/2013/11/HarassmentGuidelines1.pdfhttp://www.otffeo.on.ca/en/wp-content/uploads/sites/2/2013/11/HarassmentGuidelines1.pdf

practicum handbook - faculty of education...practicum consultants provide additional support in two...

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