Faculty of Education Field Experiences Handbook PSIII Professional Semester III Education 4500
For additional information, readers should also consult the Comprehensive Handbook available through the School Administrator Approved: September 19, 1999 Revised: May 2009 Inquiries regarding field experiences should be made to: Field Experiences Faculty of Education University of Lethbridge 4401 University Drive West Lethbridge, AB T1K 3M4 Telephone: 403-329-2259 or 403-329-2448 Fax: 403-329-2372 Email: edu.fieldexp@uleth.ca Additional information, including policies and report forms, can be accessed at: http://www.uleth.ca/edu/undergrad/fe/.
CONTENTS Expectations by Practica...1 Professional Semester III... 3 Overview...3 Goals...4 Distinctive Features...4 Teacher Mentor... 5 Expectations and Responsibilities...5 Building a Mentoring Relationship... 7 Foundational Beliefs...7 Guidelines for Relationship Development...7 Suggestions for Fostering Professional Growth...7 Professional Semester III Program and Placement Options...8 Supervision / Grading of Internship...9 Professional Portfolio Development...9 Professional Inquiry Project...9 University Consultant... 10 Expectations and Responsibilities...10 Intern Teacher... 11 Expectations and Responsibilities...11 School Administrator... 13 Expectations and Responsibilities...13 Roles of Field Experience Partners... 14 Teacher Interim Certification... 15 Field Experiences: Education 4500 ~ Professional Semester III i
APPENDIX A... 16 Map of Zone 6...16 APPENDIX B... 17 Alberta Teachers Association Code of Professional Conduct...17 APPENDIX C... 19 Faculty of Education Standards of Professional Conduct...19 APPENDIX D... 20 Teaching Quality Standard...20 APPENDIX E... 26 Guidelines Concerning Out-of-Zone Placements...26 APPENDIX F... 27 Guidelines Concerning International Placements...27 APPENDIX G... 29 Guidelines for Writing Final Reports...29 APPENDIX H... 30 Professional Semester Three Final Report...30 ii Field Experiences: Education 4500 ~ Professional Semester III
Expectations by Practica Ed. 2500 Ed. 3500 (PS I) Ed. 3600 (PS II) Ed. 457X (PS III) Description Orientation to teaching Developmental Focus Assist teacher with learning activities General teaching skills Subject major teaching Introduction to first year teaching Plan and teach lessons and sequences of lessons Evaluate student learning (lesson focus) Plan and teach organized units of instruction Competence in subject area Evaluate student learning (unit focus) Engages in all teaching and teaching related activities ½ time teaching assignment Long range, unit, and lesson planning Long range assessment of student learning Course Background Concurrent to Practicum 39 hours of seminars 60 hours of practicum Pedagogy Ethics Contexts of education and teaching Curriculum and Instruction (generic) Evaluation of Learning Language in Education Educational Psychology Teaching Seminar Communications Technology Intern/Student Teacher Teaching Responsibilities Observe and assist May engage in minimal planning under Teacher Associate guidance Professional Portfolio Expectations Orientation to Portfolio Development 5 weeks practicum 1/3 time assisting 1/3 time teaching 1/3 time observing/planning Written lesson plans for all lessons taught May teach from plans prepared with/by Teacher Associate Plans for informal evaluation Begin to develop Goals Personal and professional attributes Record of progress with evidence Curriculum and Instruction (in major area) Psychology of Exceptional Learners Social Context of Schooling Evaluation of Student Learning 6 week practicum 2/3 time teaching 1/3 time assisting If appropriate, progress to 3-5 days of full time teaching Written lesson and unit plans, including assessment and evaluation components Plan, conduct, and research evaluation of pupil work Continue to development Goals Personal and professional attributes Record of progress with evidence May include a seminar series on educational issues, including professional study, and inquiry Approximately ½ time teaching assignment Engage in all professional school activities including district and site-based professional development days, Teachers Conventions. All levels of planning Unit and long-range plans prepared in advance of internship Individual Professional Growth Plan (aligned with school goals) Professional Development Project (aligned with goals and IPGP) Develop Professional Portfolio Present to Mentor, Administrator and/or University Consultant (ideally in final Intern-led conference) Field Experiences: Education 4500 ~ Professional Semester III 1
Ed. 2500 Ed. 3500 (PS I) Ed. 3600 (PS II) Ed. 457X (PS III) Teacher Mentor/Associate Expectations Direction to Student Teacher Communication with University Consultant Evaluation of Student Teacher Final evaluation with University Consultant Evaluation of Teaching Performance Self-evaluation and reflective practice Checklist completed by Teacher Associate Final evaluation form completed by Teacher Associate in consultation with University Consultant Observation of most lessons taught On-going assessment and coaching Regular supervision and written feedback of at least one lesson daily Final evaluation with University Consultant Self-evaluation and reflective practice Collaborative process including: - Formative and Summative Assessment by Teacher Associate and University Consultant - Professional Portfolio development Observation of most lessons taught On-going assessment and coaching Regular supervision and written feedback of at least one lesson daily Final evaluation with University Consultant Collaborative process including: - Self-evaluation and reflective practice - Formative and Summative Assessment by Teacher Associate and University Consultant - Professional Portfolio development Interact as knowledgeable, supportive, experienced colleague and coach Actively monitors Intern based on classroom observations Completes the Teacher Mentor section of the Descriptive Final Report INTERN Self-evaluation using the Formative Evaluation form Contributes to Final Descriptive Report (based on KSA criteria) Intern-led final conference ADMINISTRATOR Supervision and classroom observation consistent with transition to first year teaching (based on the Teaching Quality Standard) Contributes to Final Descriptive Report (based on KSA criteria) TEACHER MENTOR Reviews goals set by Intern Teacher Provides feedback on professional development project and portfolio Provides guidance based on classroom observation Contributes to Final Descriptive Report (based on KSA criteria) UNIVERSITY CONSULTANT Reviews goals set by Intern Teacher Provides feedback on professional development project and portfolio Provides guidance based on classroom observation(s) Contributes to Final Descriptive Report (based on KSA criteria) Assigns grade of Pass or Fail 2 Field Experiences: Education 4500 ~ Professional Semester III
Professional Semester III Faculty of Education, University of Lethbridge Overview The aim of Professional Semester III (PS III) is to extend Intern Teachers professional competence and to encourage them to assume responsibility for their continuing professional growth. Professional Semester III is an integrated semester that includes teaching and professional inquiry. Under the supervision of School Administrators, Intern Teachers teach approximately one-half of their Teacher Mentors F.T.E. (full time equivalent) assigned instructional workload. A professional inquiry component is also included that may take a variety of forms such as (but not limited to) seminars with mentors and colleagues, professional reading, collaborative research with mentors, and/or independent professional development projects. Regardless of form, the professional study is designed to complement and enhance the internship by linking the teaching context and Intern Teachers Professional Growth Plan goals. The Professional Semester III internship builds upon the academic and practicum components the Student Teacher has experienced in Education 2500, PS I, and PS II. The Professional Semester III internship at the University of Lethbridge is distinct among teacher education programs. It supports the transition from student teaching to full-time professional teaching. The experiences provided for Intern Teachers during Professional Semester III are intended to foster development of personal teaching style and reflective capacities of observation, analysis, interpretation, and decision-making. This is a time for Intern Teachers to clarify their values, maximize their sense of self-efficacy, enhance their teaching skills, and develop their teaching identities. This practicum begins after successful completion of a minimum of thirteen weeks of student teaching in Professional Semesters I and II. Many Intern Teachers have also completed all required academic courses, thus Professional Semester III may be a culmination of their teacher education program and combined degree program. Intern Teachers are assigned to schools full-time and are expected to prepare for and deliver instruction, as well as carry out the professional responsibilities expected of a regular teacher. Many Intern Teachers elect to be actively engaged in extra-curricular activities of the school, choosing to coach sports teams, or serve as teacher advisors to school clubs. Teacher Mentors are expected to be guides to the Intern Teachers and to encourage them to engage in professional development activities that will enhance their teaching. Teacher Mentors act as knowledgeable, experienced colleagues willing to assist Intern Teachers to successfully assume their responsibilities. While responsibility for supervision of Intern Teachers is assumed by a designated School Administrator, responsibility for evaluation remains with the University Consultant from the Faculty of Education. University-based support for each Intern Teacher is maintained through communication with the University Consultant. The pattern of communication varies with teaching contexts and geographical locations, but may include a combination of face-to-face meetings and telecommunications. University Consultants facilitate Intern Teachers professional growth through sharing their reflections on teaching, leading group explorations of relevant issues, and helping solve problems as they arise. In addition, University Consultants guide Intern Teachers professional portfolio development and participate in writing and conferencing the Final Report. Field Experiences: Education 4500 ~ Professional Semester III 3
The Professional Semester III internship is a time of transition and marks the highest level of achievement in pre-service teacher education. It is an important phase of induction into the knowledge, skills, and attitudes that characterize the teaching profession. Goals To enhance the ability of Intern Teachers to develop and demonstrate the Alberta Education Teaching Quality Standard (see Appendix D). To provide the Intern Teacher with a support system during transition from the university to the classroom. To provide opportunities for the Teacher Mentor and the Intern Teacher to share professional knowledge. To assist the socialization of the Intern Teacher into the professional culture of teaching. To provide opportunities for Teacher Mentors to develop and engage in a professional development plan that is relevant to their interests and needs. To provide opportunities for Teacher Mentors to recognize and validate their own professional, practical knowledge and experience. To provide opportunities for Teacher Mentor professional renewal. To strengthen the partnership among the university, schools, and the teaching profession. To allow the Intern Teacher to engage in self-directed professional inquiry. Distinctive Features Internships are approximately 15 weeks in duration, during which time Intern Teachers are assigned to schools full-time and are expected to participate in all school staff activities, meetings, and other professional activities. Internships allow opportunities for classroom teachers to engage in professional inquiry. Under the supervision of the School Administrator, Intern Teachers assume approximately one-half of the teaching load/assignment of their Teacher Mentors. Intern Teachers engage in a variety of forms of professional study. Intern Teachers engage in self-assessment and evaluation through professional portfolio development. Intern Teachers professional development goals are related to professional growth, the context of the internship, and the Knowledge, Skills and Attributes (KSA s) for Interim Certification. Intern Teachers are not paid or employed by the school districts during Professional Semester III; nor can they work as substitute teachers during their internship. Supervision of the internship is the responsibility of a designated School Administrator. Evaluation of the internship is the responsibility of the Faculty of Education. 4 Field Experiences: Education 4500 ~ Professional Semester III
Teacher Mentor Expectations and Responsibilities Intern teachers cannot be hired or paid for rendering service to their students and cannot fulfill the role of substitute teacher. The Teacher Mentor is a certificated professional whose proven knowledge, skills, and attributes contribute to enhancement of the repertoire of teaching strategies and competencies of the Intern Teacher. The Teacher Mentor welcomes the Intern Teacher and the opportunities their partnership offers for professional growth. The Teacher Mentor introduces the Intern Teacher to staff and students as an Intern Teacher rather than a student teacher. The Teacher Mentor helps and supports the Intern Teacher in understanding and fulfilling professional obligations during the transition to becoming a beginning teacher. Teacher Mentors provide approximately one-half-time teaching opportunity to Intern Teachers. They meet with Interns prior to and throughout the period of internship to collaboratively decide the responsibilities each will assume. One-half-time is considered to be one-half of a teacher s daily or weekly instructional assignment. In addition to assigned teaching, Intern Teachers may choose to become involved in extra-curricular activities. All such activities are carried out under the supervision of the School Administrator. The Teacher Mentor will observe the Intern Teacher teach. The purpose of such observations is to gain familiarity with the Intern Teacher s teaching in order to provide help and support. Such observations should be a natural outgrowth of the Intern Teacher s self-directed learning. The Intern Teacher will initiate the observations by asking for specific feedback. The Teacher Mentor communicates with the Intern Teacher with regard to teaching and related professional responsibilities. Ideally, this will take the form of meeting with the Intern Teacher at least once a week, or more frequently if desired. The meetings may be initiated by either Intern or Mentor. The Teacher Mentor initiates and develops ongoing means of communication with the Intern Teacher. Consistent with effective mentoring processes, the Teacher Mentor offers help and support to the Intern Teacher in developing a professional portfolio. The Teacher Mentor will be actively involved in the development of the Intern Teacher s portfolio. The Teacher Mentor offers help and support to the Intern Teacher to ensure accurate preparation of the Professional Semester Three Final Report. In addition, the Teacher Mentor completes the Teacher Mentor Comments section of the report and signs it (refer to Appendix G: Guidelines for Writing Final Reports.) The Teacher Mentor may elect to participate in Intern Teacher s group discussions (face-to-face or online) as a resource or in some other relevant professional capacity. Field Experiences: Education 4500 ~ Professional Semester III 5
The Teacher Mentor communicates as needed with the University Consultant concerning general expectations and progress of the internship. Should concerns arise, the Teacher Mentor first reviews the situation with the Intern Teacher. If the Teacher Mentor and Intern Teacher are unable to resolve the difficulties then the School Administrator and University Consultant should be consulted. The Teacher Mentor serves as a role model of professional lifelong learning through active engagement in professional development. The Teacher Mentor recognizes that an Intern Teacher cannot be hired or paid for rendering service to their students and cannot fulfill the role of substitute teacher. Ultimate responsibility for the supervision and instruction of pupils assigned to the Intern Teacher rests with the Teacher Mentor. Teacher Mentors must honour their contractual and professional obligations to pupils assigned to their care. WHY BE A TEACHER? Excellent teachers make a difference. They nurture the talents and abilities of students, and encourage them to achieve their potential. They bring people together by fostering respect for cultural traditions while cultivating open-mindedness, hope, and a celebration of diversity. 6 Field Experiences: Education 4500 ~ Professional Semester III
Building a Mentoring Relationship Foundational Beliefs Mentorship offers an important opportunity for those about to enter the profession to expand their repertoire of knowledge, skills, and attributes. Experienced teachers have a great deal of expertise and wisdom to share. With supportive induction experiences, Intern Teachers have the potential to develop into successful teachers. Pairing experienced teachers with Intern Teachers fosters a disposition toward continued professional growth at all stages of career development. Mentoring recognizes the valuable role played by experienced teachers in bridging the successful transition into the teaching profession. Mentoring is a process of reciprocal growth that encourages greater cooperation among beginning and experienced teachers in ways that positively influence student achievement and enhance the teaching profession. A basic form of education for human development that incorporates a holistic, yet individualistic, approach to learning. In the context of the above description, Teacher Mentors actively engage in relationship development and professional growth. Guidelines for Relationship Development Welcome Intern Teachers and the opportunities their partnership offers for professional growth. Listen, show compassion, and be understanding. Strive to develop effective means of communication. Respond promptly, willingly, and supportively when asked for assistance. Suggestions for Fostering Professional Growth Anticipate typical needs of Intern Teachers and offer assistance. Willingly share accumulated wisdom and experience. Model life-long learning and quest for understanding. Share learning from their professional development opportunities. Field Experiences: Education 4500 ~ Professional Semester III 7
Professional Semester III Program and Placement Options Professional Semester III internship is a compulsory component of the University of Lethbridge teacher education program. Options for completing the practicum include: Education 4571 Elementary Education Internship Education 4572 Secondary Education Internship Education 4573 Special Focus Internship (International Education, Native Education, Special/Inclusive Education, Technology in Education) Education 4574 Fine Arts Internship in Art or Dramatic Arts Education 4575 Fine Arts Internship in Music Consult the University Calendar for further details. Intern Teachers are normally placed locally in Zone 6 (see map Appendix A), although out-of-zone and international placements may be considered. Criteria for such placements include exemplary performance in prior practica, financial support, and unique professional development opportunities (refer to Appendices E and F for expectations regarding out-of-zone and international placements). All placements are made through Field Experiences. Professional Semester III is offered in both Fall and Spring semesters. However, Secondary, Fine Arts, and Special Focus internships are offered primarily in the Fall semester. Elementary internships are offered primarily in the Spring semester. Special permission for an out-of-sequence placement must be granted by the Student Program Services (SPS) Office if students wish to enroll outside of this schedule. 8 Field Experiences: Education 4500 ~ Professional Semester III
Supervision / Grading of Internship Professional Semester III is an integrated semester. Accordingly, the Intern Teacher s final grade will be based on teaching performance and professional development requirements. The teaching performance includes demonstration of the Knowledge, Skills, and Attributes of beginning teachers as defined by the Teaching Quality Standard document (Alberta Education, 1997) (refer to Appendix D). Professional requirements include setting and achieving teacher professional goals, engaging in professional development activities, participating in seminars with the University Consultant, completing a professional portfolio, and submitting a final descriptive report. If a Teacher Mentor or School Administrator determines that an Intern Teacher is not meeting expectations outlined in the Teacher Quality Standard, the University Consultant must be consulted immediately. In such situations, the Intern Teacher will be made aware that there is concern about meeting expectations, and, for a set period of time, there will be a process of remediation put in place and evaluated by University personnel. (See Expectations of School Administrators for further information regarding contact procedures). The Assistant Dean of Field Experiences assumes, but may delegate, responsibility for supervision and evaluation in these situations. The University Consultant continues as the mentor in such instances. The assignment of a grade (pass/fail) is the responsibility of the Assistant Dean, Field Experiences, or the designated faculty member, NOT the School Administrator. In the event the Intern Teacher does not respond to the process of remediation, termination of the Intern Teacher s placement will occur. The Assistant Dean, Field Experiences, assumes responsibility for termination of the placement. Professional Portfolio Development All Intern Teachers will engage in professional portfolio development. By the completion of Professional Semester III, Intern Teachers should have assembled a portfolio that demonstrates competencies in all areas of the Teaching Quality Standard. For further information, consult A Guide to Development of Professional Portfolios in the Faculty of Education (Winsor, 1998) available at http://www.uleth.ca/edu/documents/index.cfm?view=field Experiences. Professional Inquiry Project The professional inquiry component is an opportunity for Intern Teachers to extend their knowledge, understanding, and skills in some aspect(s) of teaching and learning. It is intended to enhance the internship and to be contextually relevant. Professional inquiry may take a variety of forms. Depending on geographical location, many Intern Teachers are involved in seminar meetings and/or on-line discussions with their peers and University Consultant. During these meetings, Intern Teachers and University Consultants explore issues related to teaching and other professional topics of relevance to the group. In other situations, professional study may include such activities as independent reading, working with Teacher Mentors on professional development projects, and/or participating in school-based inquiries within particular areas of curriculum. Field Experiences: Education 4500 ~ Professional Semester III 9
University Consultant Expectations and Responsibilities The University Consultant is an advisor whose role is to coordinate the professional study component of the internship, provide assistance and support to the Intern Teacher during the internship experience, and determine whether the Intern Teacher has achieved the knowledge, skills and attitudes outlined in Teaching Quality Standard Prior to the period of internship (June and December), the University Consultant contacts the Intern Teacher, Teacher Mentor, and School Administrator to ensure that teaching responsibilities have been decided upon and preparations for the internship are in order. The University Consultant establishes and maintains frequent communication with the Intern Teacher with regard to teaching and related professional responsibilities. The University Consultant ensures that the Intern Teacher meets and adequately fulfils the requirements of the professional study component of Professional Semester III, in specifically, the development of the showcase professional portfolio, the writing of the Final Report of the internship, and professional study. The University Consultant provides advice, assistance, and support in all of the above. Specifically, the University Consultant reviews the professional portfolio with the Intern Teacher, focusing upon progress toward and achievement of goals set. The University Consultant ensures that the Final Report is completed, signed, and submitted promptly at the end of the semester. The University Consultant completes the University Consultant Comments section of the Final Report, and signs the report to verify the grade. The University Consultant organizes and coordinates professional discussions (face-to-face and/or online) with groups of Intern Teachers. Topics to be discussed are chosen collaboratively with the Intern Teachers. It is the University Consultant s responsibility to arrange the participation of appropriate resource personnel where needed. The University Consultant provides help and support to Intern Teachers in understanding and fulfilling their professional obligations as beginning teachers. The University Consultant is sensitive to the needs and development of the Intern Teacher as a beginning teacher. The University Consultant tries to ensure that the Intern Teacher establishes and maintains professional relationships with school personnel. For placements within Zone 6, the University Consultant will observe the Intern Teacher teaching. The purpose of such observations is to gain familiarity with the Intern Teacher s teaching, to provide help and support and to write an accurate Final Descriptive Report. The University Consultant establishes and maintains a frequent pattern of communication with the Teacher Mentor. Throughout the internship, the University Consultant maintains frequent contact with the School Administrator. University-based support for each Intern Teacher is maintained through communication with a University Consultant. The pattern of communication varies with teaching contexts and geographical locations, but may include some combination of face-to-face meetings and telecommunications. University Consultants facilitate Intern Teachers professional growth through sharing their reflections on teaching, leading group explorations of relevant issues, and helping to solve problems as they arise. In addition, University Consultants guide Intern Teachers professional portfolio development, supervise the Professional Inquiry Project and facilitate in Final Report writing. 10 Field Experiences: Education 4500 ~ Professional Semester III
Intern Teacher Expectations and Responsibilities The Intern Teacher is a University of Lethbridge student who has successfully completed thirteen weeks of student teaching and who engages in a transitional experience before entering the teaching profession. Intern Teachers have shown the Faculty of Education that they have the competence necessary to be successful teachers. Professional Semester III is intended to enhance and affirm Intern Teachers professional conduct, as well as improve their competence. Through self-directed learning, Intern Teachers should build professional competencies that will allow them to actively grow and develop. The Intern Teacher is assigned to the school full-time and assumes approximately one-half-time teaching. One-half-time teaching is considered to be one-half of a teacher s assigned instructional teaching load. The Intern Teacher meets with the Teacher Mentor prior to the period of internship to collaboratively decide upon the instructional responsibilities that each will assume. The Intern Teacher prepares long-range plans, units, and daily plans for all classes taught. The Intern Teacher initiates and develops ongoing regular communication with the Teacher Mentor. The Intern Teacher communicates regularly with the Teacher Mentor with regard to teaching and related professional responsibilities. Ideally, this will take the form of meeting with the Teacher Mentor at least once or twice a week, more frequently if necessary. Either the Intern Teacher or the Teacher Mentor may initiate these meetings. The Intern Teacher maintains a regular pattern of communication with the University Consultant. The Intern Teacher is aware of the KSA s for Interim Certification. The Intern Teacher sets professional goals and communicates his/her goals for the semester with his/her Teacher Mentor and School Administrator (or designate) very early in the semester. The goals may be recorded in the Intern Teacher s professional portfolio. The purpose of reviewing professional goals is to make known the Intern Teacher s areas of focus and to establish a plan to meet those goals. The Intern Teacher may be asked by school personnel to consider the school s goals as a part of his/her Professional Semester III goals. The Intern Teacher meets and adequately fulfils the requirements of the professional study component of Professional Semester III specifically, self-evaluation through the development of a showcase professional portfolio, the writing of a Final Report of the internship, regular communication with the University Consultant, and engagement in a focused professional inquiry project. The Intern Teacher engages in regular professional discussions (face-to-face and/or on-line) with the University Consultant and peer group of Intern Teachers. Topics to be discussed are chosen collaboratively. The Intern Teacher assumes responsibility for her/his professional growth in Professional Semester III and demonstrates at all times the attributes and dispositions appropriate to the profession of teaching and the ATA Code of Professional Conduct and the Faculty of Education Standards of Field Experiences: Education 4500 ~ Professional Semester III 11
Professional Conduct (refer to Appendices B and C). This includes completing a Teacher Professional Growth Plan and submitting it to the University Consultant and School Principal (or designate). The Intern Teacher presents his/her goals for Professional Semester III to the School Administrator and University Consultant at the beginning of the semester. Progress toward and achievement of goals should be demonstrated and career goals discussed throughout the internship. In addition, the Intern Teacher fulfills responsibilities associated with a Professional Inquiry Project. The Intern Teacher strives to ensure that relationships between him/herself and the Teacher Mentor as well as with the University Consultant are professional and productive. The Intern Teacher also strives to maintain appropriate professional relationships with others (administration, staff, parents, and community). The Intern Teacher initiates the writing of the Professional Semester Three Final Report and asks for collaboration in the writing from the Teacher Mentor and University Consultant (refer to Appendix H). The Intern Teacher consults immediately with the Teacher Mentor and University Consultant if difficulties are encountered. The Intern Teacher invites the Teacher Mentor to observe on a weekly basis. This is an important indicator that the Intern Teacher is engaging in professional discussion that is based on improvement and growth. The purpose of such observations is for the Teacher Mentor to provide help and support for the Intern Teacher s teaching. 12 Field Experiences: Education 4500 ~ Professional Semester III
School Administrator Expectations and Responsibilities The School Principal (or administrator designated by the Principal as having responsibility for Intern Teachers) is an advisor and supervisor whose role is to provide support and supervision for Intern Teachers. Please note: The definition of supervision is consistent with the Teaching Quality Standard, Teacher Growth, Supervision, and Evaluation policy 2.1.5. (January 26, 1998). The School Administrator ensures that Intern Teachers are not acting as substitute teachers. The Principal (or designate) further ensures that Teacher Mentors are provided.5 release time to effectively support the Intern Teacher and to engage in Professional Learning experiences. At the beginning of the internship, the School Administrator (or designate) reviews the Individual Growth Plan goals for internship set by the Intern Teacher and discusses ways these goals can be facilitated within the school context. The School Administrator may ask the Intern Teacher to consider the school s goals in setting his/her goals for the internship. The School Administrator (or designate) provides the Intern Teacher with the transitional experience of being supervised consistent with the Teaching Quality Standard (refer to Appendix D). It is expected that this supervision will include classroom observations and discussion of those observations with the Intern Teacher. The School Administrator (or designate) will hold a conference with each Intern Teacher. In this conference, the Intern Teacher s goals for the internship will be reviewed (including the professional inquiry project) and evidence of their achievement presented in the showcase professional portfolio and Final Report. In addition, some discussion may be held concerning the Intern Teacher s long term professional goals. The University Consultant and/or the Teacher Mentor may be present for this conference. At the end of the internship, the School Administrator (or designate) is asked to complete and sign the Administrator s Comments section of the Final Report. If requested by the Intern Teacher, the School Administrator (or designate) may provide a letter of reference. If difficulties concerning the internship are encountered, the School Administrator (or designate) will contact the University Consultant or Assistant Dean Field Experiences immediately (pending the nature and urgency of the concern) to request attention of University personnel. Field Experiences: Education 4500 ~ Professional Semester III 13
Roles of Field Experience Partners Professional Semester III is a unique aspect of the University of Lethbridge Faculty of Education program that recognizes the importance of a purposeful transition from pre-service to full time teaching. Professional Semester III is characterized by many of the features of effective formal induction processes in which the professional growth of Intern Teachers is supported by three key partners: Teacher Mentors, School Administrators and University Consultants. Teacher Mentors Responsible for supervision and instruction of pupils Assist Intern Teachers in making the transition to becoming a beginning teacher Act as knowledgeable, supportive and experienced role models University Consultants Actively consult with Teacher Mentors, Administrators and Intern Teachers Review and evaluate progress of Intern Teachers Organize and coordinate professional study of Intern Teachers Administrators Responsible for supervision of professional staff Provide supervision of Intern Teachers Foster critical reflection by both Teacher Mentors and Intern Teachers Intern Teachers Initiate and develop ongoing communication with Teacher Mentors Assigned to school full-time Assume half-time teaching 14 Field Experiences: Education 4500 ~ Professional Semester III
Teacher Interim Certification Alberta Learning is responsible for issuing Interim Certification. The Faculty of Education recommends to Alberta Learning students who have successfully completed all degree(s) requirements and have demonstrated that the Knowledge, Skills, and Attributes for Interim Certification have been met. Students must make application for interim certification and pay fees as assessed by Alberta Learning. In special circumstances, students should contact Student Program Services (403-329-2254) for assistance with certification application procedures. Please note: Please note: Alberta Learning may refuse to issue an interim teaching certificate to an applicant possessing an indictable criminal conviction and/or a pardon granted in regard to such an offense. Recommendations for interim certification are made by the Faculty of Education at the end of Fall and Spring semesters when all grades are available and approved. Teachers must have such certification to be employed in public and separate schools in Alberta. Upon written request from a Superintendent or other hiring authority, students who obtain teaching contracts prior to being granted certification may receive a Temporary Letter of Authority from the Dean of the Faculty of Education. Field Experiences: Education 4500 ~ Professional Semester III 15
APPENDIX A Map of Zone 6 16 Field Experiences: Education 4500 ~ Professional Semester III : Appendix
Alberta Teachers Association Code of Professional Conduct Taken from: http://teachers.ab.ca/professional/code.html APPENDIX B The Code of Professional Conduct stipulates minimum standards of professional conduct of teachers but is not an exhaustive list of such standards. Unless exempted by legislation, any member of The Alberta Teachers' Association who is alleged to have violated the standards of the profession, including the provisions of the code, may be subject to a charge of unprofessional conduct under the bylaws of the Association. In relation to pupils (1) The teacher teaches in a manner that respects the dignity and rights of all persons without prejudice as to race, religious beliefs, colour, sex, sexual orientation, physical characteristics, age, ancestry or place of origin. (2) (a) The teacher is responsible for diagnosing educational needs, prescribing and implementing instructional programs and evaluating progress of pupils. (b) The teacher may not delegate these responsibilities to any person who is not a teacher. (3) The teacher may delegate specific and limited aspects of instructional activity to non-certificated personnel, provided that the teacher supervises and directs such activity. (4) The teacher treats pupils with dignity and respect and is considerate of their circumstances. (5) The teacher may not divulge information about a pupil received in confidence or in the course of professional duties except as required by law or where, in the judgment of the teacher, to do so is in the best interest of the pupil. (6) The teacher may not accept pay for tutoring a pupil in any subjects in which the teacher is responsible for giving classroom instruction to that pupil. (7) The teacher may not take advantage of a professional position to profit from the sale of goods or services to or for pupils in the teacher's charge. In relation to school authorities (8) The teacher protests the assignment of duties for which the teacher is not qualified or conditions which make it difficult to render professional service. (9) The teacher fulfills contractual obligations to the employer until released by mutual consent or according to law. (10) The teacher provides as much notice as possible of a decision to terminate employment. (11) The teacher adheres to agreements negotiated on the teacher's behalf by the Association. Field Experiences: Education 4500 ~ Professional Semester III: Appendix 17
In relation to colleagues (12) The teacher does not undermine the confidence of pupils in other teachers. (13) The teacher criticizes the professional competence or professional reputation of another teacher only in confidence to proper officials and after the other teacher has been informed of the criticism, subject only to section 23 of the Teaching Profession Act. (14) The teacher, when making a report on the professional performance of another teacher, does so in good faith and, prior to submitting the report, provides the teacher with a copy of the report, subject only to section 23 of the Teaching Profession Act. (15) The teacher does not take, because of animosity or for personal advantage, any steps to secure the dismissal of another teacher. (16) The teacher recognizes the duty to protest through proper channels administrative policies and practices that the teacher cannot in conscience accept; and further recognizes that if administration by consent fails, the administrator must adopt a position of authority. (17) The teacher as an administrator provides opportunities for staff members to express their opinions and to bring forth suggestions regarding the administration of the school. In relation to the profession (18) The teacher acts in a manner which maintains the honor and dignity of the profession. (19) The teacher does not engage in activities which adversely affect the quality of the teacher's professional service. (20) The teacher submits to the Association disputes arising from professional relationships with other teachers which cannot be resolved by personal discussion. (21) The teacher makes representations on behalf of the Association or members thereof only when authorized. (22) The teacher accepts that service to the Association is a professional responsibility. Approved by the 1999 Annual Representative Assembly pursuant to section 8(f) of the Teaching Profession Act. Please note: Items 13 and 14 of the Code of Professional Conduct do not pertain to reporting to the Association on the possible unprofessional conduct of another member. The Teaching Profession Act, section 23(3), requires members to report forthwith to the executive secretary on the unprofessional conduct of another member. 18 Field Experiences: Education 4500 ~ Professional Semester III : Appendix
APPENDIX C Faculty of Education Standards of Professional Conduct Taken from: University of Lethbridge 2009/2010 Calendar (p. 167). As a Faculty within the University of Lethbridge, the Faculty of Education is committed to maintaining its student s freedom of thought, belief, opinion, and expression. As a professional Faculty, the Faculty of Education is committed to assisting students to become professionals. The Faculty, then, has the dual responsibility of fostering the academic freedom of students within the context of professional standards of conduct. The standards describe professional characteristics and behaviors students are expected to develop and demonstrate during field experience components and field related courses within the teacher education program. Appropriate demonstration of these professional standards will be judged by oncampus instructors and school personnel. (1) The student acts in a manner that respects the dignity and rights of all persons without prejudice as to race, religious beliefs, color, gender, sexual orientation, gender identity, physical characteristics, age, ancestry or place of origin. (2) The student treats pupils, peers, school personnel, and faculty members with dignity and respect and is considerate of their circumstances. (3) The student acts in a responsible manner which includes being punctual, dependable, trustworthy, consistent, and reliable. (4) Recognizing that attendance in practicum courses and professional semesters is a professional responsibility, students apprise appropriate personnel at the University and/or school in advance of unavoidable absences. (5) The student demonstrates empathy for others by showing concern for and understanding of others feelings and/or ideas. (6) The student responds to feedback by listening to, evaluating, and responding to suggestions. (7) The student maintains positive interpersonal relationships with peers, faculty, school personnel, and pupils by contributing, cooperating, participating, and working with others in a flexible and adaptable way. (8) The student shows enthusiasm and initiative by being actively involved as a participant while encouraging the involvement and participation of others. (9) The student shows maturity and judgment. (10) The student demonstrates a commitment to teaching through interest in learning about teaching, consulting, questioning, reading and discussing. (11) The student criticizes (verbally or in writing) the professional competence or professional reputation of others only in confidence to proper officials and only after the other person has been informed of the criticism. (12) The student respects the confidentiality of information about pupils, peers, school personnel, or faculty received in confidence or in the course of professional duties. (13) The student acts in a manner which maintains the honor and dignity of the profession and the University of Lethbridge. (14) The student does not make representations on behalf of the Faculty of Education, the University of Lethbridge, the school, or the profession. In addition to Professional Conduct, students are expected to meet expectations set out in other University and Faculty of Education policies, and to adhere to expectations set out by The Alberta Teachers Association, Alberta Learning, and School Jurisdictions. Field Experiences: Education 4500 ~ Professional Semester III: Appendix 19
APPENDIX D Teaching Quality Standard Source: http://education.alberta.ca/department/policy/standards.aspx Policy, Regulations and Forms Manual Section 4 Ministerial Orders and Directives. Directive 4.2.: Teaching Quality Standard Applicable to the Provision of Basic Education in Alberta Approved: May 14, 1997 Pursuant to Section 25(1)(f) of the School Act, I approve the following as the Teaching Quality Standard which shall apply to teacher certification, professional development, supervision and evaluation, and which is supported by descriptors of selected knowledge, skills and attributes appropriate to teachers at different stages of their careers: (1) Teaching Quality Standard Quality teaching occurs when the teacher s ongoing analysis of the context, and the teacher s decisions about which pedagogical knowledge and abilities to apply result in optimum learning by students. All teachers are expected to meet the Teaching Quality Standard throughout their careers. However, teaching practices will vary because each teaching situation is different and in constant change. Reasoned judgment must be used to determine whether the Teaching Quality Standard is being met in a given context. (2) Descriptors of Knowledge, Skills and Attributes Related to Interim Certification Teachers who hold an Interim Professional Certificate must possess the Knowledge, Skills and Attributes Related to Interim Certification (Interim KSAs), and apply them appropriately toward student learning. During their first two years of teaching, teachers should use the Interim KSAs to guide their teaching, reflect on their practice, and direct their professional development in collaboration with their supervisors and evaluators. As situations warrant, teachers who hold an Interim Professional Certificate are expected to demonstrate consistently that they understand: a) contextual variables affect teaching and learning. They know how to analyse many variables at one time, and how to respond by making reasoned decisions about their teaching practice and students learning; b) the structure of the Alberta education system. They know the different roles in the system, and how responsibilities and accountabilities are determined, communicated and enforced, including the expectations held of them under the Certification of Teachers Regulation, A.R. 261/90 as amended and their school authority s teacher s evaluation policy; c) the purposes of the Guide to Education and programs of study germane to the specialization or subject disciplines they are prepared to teach. They know how to use these documents to inform and direct their planning, instruction and assessment of student progress; d) the subject disciplines they teach. They have completed a structured program of studies through which they acquired the knowledge, concepts, methodologies and assumptions in one or more areas of specialization or subject disciplines taught in Alberta schools; e) all students can learn, albeit at different rates and in different ways. They know how (including when and how to engage others) to identify students different learning styles and ways students learn. They understand the need to respond to differences by creating multiple paths to learning for individuals and groups of students, including students with special learning needs; 20 Field Experiences: Education 4500 ~ Professional Semester III : Appendix
f) the purposes of short, medium and long term range planning. They know how to translate curriculum and desired outcomes into reasoned, meaningful and incrementally progressive learning opportunities for students. They also understand the need to vary their plans to accommodate individuals and groups of students; g) students needs for physical, social, cultural and psychological security. They know how to engage students in creating effective classroom routines. They know how and when to apply a variety of management strategies that are in keeping with the situation, and that provide for minimal disruptions to students learning; h) the importance of respecting students human dignity. They know how to establish, with different students, professional relationships that are characterized by mutual respect, trust and harmony; i) there are many approaches to teaching and learning. They know a broad range of instructional strategies appropriate to their area of specialization and the subject discipline they teach, and know which strategies are appropriate to help different students achieve different outcomes; j) the functions of traditional and electronic teaching/learning technologies. They know how to use and how to engage students in using these technologies to present and deliver content, communicate effectively with others, find and secure information, research, word process, manage information, and keep records; k) the purposes of student assessment. They know how to assess the range of learning objectives by selecting and developing a variety of classroom and large scale assessment techniques and instruments. They know how to analyse the results of classroom and large scale assessment instruments including provincial assessment instruments, and how to use the results for the ultimate benefit of students; l) the importance of engaging parents, purposefully and meaningfully, in all aspects of teaching and learning. They know how to develop and implement strategies that create and enhance partnerships among teachers, parents and students; m) student learning is enhanced through the use of home and community resources. They know how to identify resources relevant to teaching and learning objectives, and how to incorporate these resources into their teaching and students learning; n) the importance of contributing, independently and collegially, to the quality of their school. They know the strategies whereby they can, independently and collegially, enhance and maintain the quality of their schools to the benefit of students, parents, community and colleagues; o) the importance of career-long learning. They know how to assess their own teaching and how to work with others responsible for supervising and evaluating teachers. They know how to use the findings of assessments, supervision and evaluations to select, develop and implement their own professional development activities; p) the importance of guiding their actions with a personal, overall vision of the purpose of teaching. They are able to communicate their vision, including how it has changed as a result of new knowledge, understanding and experience; and q) they are expected to achieve the Teaching Quality Standard. Field Experiences: Education 4500 ~ Professional Semester III: Appendix 21
(3) Descriptors of Knowledge, Skills and Attributes Related to Permanent Certification Teachers who hold a Permanent Professional Certificate must demonstrate, in their practice, professional repertoires that are expanded beyond the Interim KSAs. The following descriptors comprise a repertoire of selected knowledge, skills and attributes from which teachers who hold a Permanent Professional Certificate should be able to draw, as situations warrant, in order to meet the Teaching Quality Standard. Teachers, staffs, supervisors and evaluators should use the descriptors to guide professional development, supervision, evaluation and remediation strategies in order that teachers can meet the Teaching Quality Standard consistently throughout their careers. a) Teachers' application of pedagogical knowledge, skills and attributes is based in their ongoing analysis of contextual variables. Teachers' analysis of contextual variables underlies their reasoned judgments and decisions about which specific pedagogical skills and abilities to apply in order that students can achieve optimum learning. Selected variables are outlined below. Student Variables demographic variables, e.g., age, gender maturation abilities and talents relationships among students subject area of study prior learning socio-economic status cultural background linguistic variables mental and emotional states and conditions Regulatory Variables Government Organization Act School Act and provincial regulations, policies and Ministerial Orders Child Welfare Act Canadian Charter of Rights and Freedoms school authority policies Guide to Education programs of study School Variables resource availability and allocation teaching assignment class size and composition collegial and administrator support physical plant Teacher Variables teaching experience learning experiences Parent and Societal Variables parental support parental involvement in children s learning socio-economic variables community support for education multiculturalism cultural pluralism inter-agency collaboration provincial, national and global influences b) Teachers understand the legislated, moral and ethical frameworks within which they work. Teachers function within a policy-based and results oriented education system authorized under the School Act and other legislation. Teachers also function within policy frameworks established by school authorities. This includes policies which require: a commitment to teaching practices that meet their school authority's teaching quality standard(s); and that teachers engage in ongoing, individualized professional development. Teachers recognize they are bound by standards of conduct expected of a caring, knowledgeable and reasonable adult who is entrusted with the custody, care or education of students or children. Teachers recognize their actions are bound in moral, ethical and legal considerations regarding their obligations to students, parents, administrators, school authorities, communities and society at large. Teachers acknowledge these obligations and act accordingly. 22 Field Experiences: Education 4500 ~ Professional Semester III : Appendix
c) Teachers understand the subject disciplines they teach. Teachers understand the knowledge, concepts, methodologies and assumptions of the subject disciplines they teach. This includes an understanding of how knowledge in each discipline is created and organized, and that subject disciplines are more than bodies of static facts and techniques - they are complex and evolving. Their understanding extends to relevant technologies, the linkages among subject disciplines, and their relevance and importance in everyday life at the personal, local, national and international levels. Teachers understand that students typically bring preconceptions and understandings to a subject. They know strategies and materials that are of assistance in furthering students' understanding. d) Teachers know there are many approaches to teaching and learning. Teachers appreciate individual differences and believe all students can learn, albeit at different rates and in different ways. They recognize students' different learning styles and the different ways they learn, and accommodate these differences in individuals and groups of students including students with special learning needs. Teachers understand the fluidity of teaching and learning. They constantly monitor the effectiveness and appropriateness of their practices and students' activities, and change them as needed. e) Teachers engage in a range of planning activities. Teachers' plans are founded in their understanding of contextual variables and are a record of their decisions on what teaching and learning strategies to apply. Plans outline a reasoned and incremental progression toward the attainment of desired outcomes, for both teachers and students. Teachers monitor the context, their instruction, and monitor and assess students' learning on an ongoing basis, and modify their plans accordingly. Teachers strive to establish candid, open and ongoing lines of communication with students, parents, colleagues and other professionals, and incorporate information gained into their planning. f) Teachers create and maintain environments that are conducive to student learning. Teachers establish learning environments wherein students feel physically, psychologically, socially and culturally secure. They are respectful of students' human dignity, and seek to establish a positive professional relationship with students that is characterized by mutual respect, trust and harmony. They model the beliefs, principles, values, and intellectual characteristics outlined in the Guide to Education and programs of study, and guide students to do the same. Teachers work, independently and cooperatively, to make their classrooms and schools stimulating learning environments. They maintain acceptable levels of student conduct, and use discipline strategies that result in a positive environment conducive to student learning. They work with students to establish classroom routines that enhance and increase students' involvement in meaningful learning activities. They organize facilities, materials, equipment and space to provide students equitable opportunities to learn, and to provide for students' safety. Where community members work with students either on-campus or off-campus and where students are engaged in school-sponsored off-campus activities, teachers strive to ensure these situations also are secure and positive environments conducive to students' learning. Field Experiences: Education 4500 ~ Professional Semester III: Appendix 23
g) Teachers translate curriculum content and objectives into meaningful learning activities. Teachers clearly communicate short and long range learning expectations to students, and how the expectations are to be achieved and assessed. They engage students in meaningful activities that motivate and challenge them to achieve those expectations. They integrate current learning with prior learning, and provide opportunities for students to relate their learning to the home, community and broader environment. Teachers apply a broad range and variety of instructional and learning strategies. The strategies vary in keeping with contextual variables, subject content, desired objectives, and the learning needs of individuals and groups of students. The strategies are selected and used to achieve desired outcomes, primarily the expectations outlined in the Guide to Education, programs of study and other approved programs. h) Teachers apply a variety of technologies to meet students' learning needs. Teachers use teaching/learning resources such as the chalkboard, texts, computers and other auditory, print and visual media, and maintain an awareness of emerging technological resources. They keep abreast of advances in teaching/learning technologies and how they can be incorporated into instruction and learning. As new technologies prove useful and become available in schools, teachers develop their own and their students' proficiencies in using the technologies purposefully, which may include content presentation, delivery and research applications, as well as word processing, information management and record keeping. Teachers use electronic networks and other telecommunication media to enhance their own knowledge and abilities, and to communicate more effectively with others. i) Teachers gather and use information about students' learning needs and progress. Teachers monitor students' actions on an ongoing basis to determine and respond to their learning needs. They use a variety of diagnostic methods that include observing students' activities, analysing students' learning difficulties and strengths, and interpreting the results of assessments and information provided by students, their parents, colleagues and other professionals. Teachers select and develop a variety of classroom assessment strategies and instruments to assess the full range of learning objectives. They differentiate between classroom and large-scale instruments such as provincial achievement tests, administer both and use the results for the ultimate benefit of students. They record, interpret and use the results of their assessments to modify their teaching practices and students' learning activities. Teachers help students, parents and other educators interpret and understand the results of diagnoses and assessments, and the implications for students. They also help students develop the ability to diagnose their own learning needs and to assess their progress toward learning goals. Teachers use their interpretations of diagnoses and assessments as well as students' work and results to guide their own professional growth. They assist school councils and members of the community to understand the purposes, meanings, outcomes and implications of assessments. 24 Field Experiences: Education 4500 ~ Professional Semester III : Appendix
j) Teachers establish and maintain partnerships among school, home and community, and within their own schools. Teachers engage in activities that contribute to the quality of the school as a learning environment. They work with others to develop, coordinate and implement programs and activities that characterize effective schools. They also work cooperatively with school councils. Teachers strive to involve parents in their children's schooling. Partnerships with the home are characterized by the candid sharing of information and ideas to influence how teachers and parents, independently and cooperatively, contribute to students' learning. Teachers seek out and incorporate community resources into their instruction, and encourage students to use home and community resources in their learning. Teachers make connections between school, home and community in order to enhance the relevance and meaning of learning. Home and community resources are utilized to make learning meaningful and relevant, and so students can gain an increased understanding of the knowledge, skills and attitudes needed to participate in and contribute positively to society. k) Teachers are career-long learners. Teachers engage in ongoing professional development to enhance their understanding of and ability to analyze the context of teaching; ability to make reasoned judgments and decisions; and, pedagogical knowledge and abilities. They recognize their own professional needs and work with others to meet those needs. They share their professional expertise to the benefit of others in their schools, communities and profession. Teachers guide their actions by their overall visions of the purpose of teaching. They actively refine and redefine their visions in light of the ever-changing context, new knowledge and understandings, and their experiences. While these visions are dynamic and grow in depth and breadth over teachers' careers, the visions maintain at their core a commitment to teaching practices through which students can achieve optimum learning. Field Experiences: Education 4500 ~ Professional Semester III: Appendix 25
APPENDIX E Guidelines Concerning Out-of-Zone Placements Consult the University Calendar for further details. Intern Teachers are normally placed locally in Zone 6 (see map Appendix A). Although out-of-zone and International placements may be considered, criteria for such placements include exemplary performance in prior practica, financial support, and unique professional development opportunities. All placements are made through Field Experiences. A student who requests an out-of-zone placement should contact Field Experiences well in advance of the internship beginning date. Students requesting out-of-zone placements should note the following: Permission may be given for an out-of-zone placement only to those students who have not experienced difficulties in PS I and PS II. This criteria will be confirmed by the supervising University Consultant. All placements must be made and confirmed by Field Experiences. Before making contact with the desired placement, students must attain (from Field Experiences) a letter of permission to make inquires regarding an out-of-zone placement and permission to contact the appropriate school personnel for the district in which they seek placement. Students are required to seek placement information only. That is, they make inquiries and provide Field Experiences with relevant information. Students are encouraged to seek information from only one school district at a time. Field Experiences will then make contact with the School Administrator. At that time Field Experiences will ensure that the potential Teacher Mentor and School Administrator complete a Request for Professional Semester III Intern form. It is the student s responsibility to stay in contact with Field Experiences regarding progress of placement until placement is confirmed. Refer to http://www.uleth.ca/edu/undergrad/fe/ps3/index.cfm for the forms that must be completed in order to be considered for an Out-of-Zone placement. 26 Field Experiences: Education 4500 ~ Professional Semester III : Appendix
APPENDIX F Guidelines Concerning International Placements International Focus A student who wishes to be considered for an international focus should contact the Assistant Dean, Field Experiences, well in advance of the beginning date for Professional Semester III. Students must meet the following criteria: (1) Have successfully completed both Professional Semester I and Professional Semester II, experiencing no difficulties and showing promise of exceptional competence. (2) Be recommended by one Teacher Associate and one or more members of the Faculty of Education who are familiar with performance during practicum. A minimum of two written letters of recommendation must be provided. (3) Demonstrate mature interpersonal communication skills as well as capacity for flexible thinking and willingness to adjust to cultural differences. Reference to these characteristics should be made in letters of recommendation. (4) When possible, provide evidence of previous travel experience as a means of demonstrating ability to travel independently and appreciate differences in culture, customs, and environment. (5) When applicable, present evidence of language competence relevant to requested placement. (6) Provide evidence of financial support in the amount determined necessary for the requested placement. This evidence may be in the form of a bank letter of credit or a personal letter of financial support in the specified amount. (7) Provide a brief autobiography to be supplied to the host school. (8) Provide a written response to the questions, What do you consider to be your strongest attributes that will benefit the students and teachers of the host school? and What do you anticipate to be the greatest benefits to you and your career as a result of an international internship? (9) Receive the recommendation of the Assistant Dean, Field Experiences, following a face-to-face interview concerning suitability for international placement. (10) Successful completion of one of the following courses: Ed 4310 (comparative Studies of Education in Developed and Third World Nations) Ed 4311 (World Issues and Problems in Education) Ed 4783 (Culturally Different Students), or Ed 4920 (Study Tour). Field Experiences: Education 4500 ~ Professional Semester III: Appendix 27
During the Internship Intern Teachers will be expected to maintain regular communication with their University Consultant. Depending on the circumstances of each placement, it is anticipated that this will be electronic communication. The focus of the communication will be a reflective critique of the Intern Teacher s professional growth and experiences. After the Internship Intern Teachers will be expected to engage in a debriefing process upon completion of their international internships. This debriefing may include, but will not be limited to, sharing their experiences with faculty and students in written or face-to-face communications. Note: Fine Arts Students will still have a Fine Arts designation on their transcripts even though their practicum may be international. International Placements Normally all students intending on completing Professional Semester III in an international setting must register in Education 4573 Special Focus Internship: International Education. From time to time, other international placements may be considered. Considerations for such placements include: performance in prior practica, family, financial concerns, unique professional development opportunities, and familiarity with the culture of the international placement. Students should be aware that a special placement in an international setting does not constitute an International Focus, and the International Focus designation will not appear on the student s transcripts. Applications for International Placement (not designated International Focus) will be assessed by a review committee consisting of the Assistant Dean, Field Experiences (or designate) and Assistant Dean, Student Program Services (or designate). It is expected that this committee will seek information from other faculty members. 28 Field Experiences: Education 4500 ~ Professional Semester III : Appendix
APPENDIX G Guidelines for Writing Final Reports The purpose of the Final Report is to provide an account of the teaching and other responsibilities assumed by the Intern Teacher during the internship. The primary audience for the Final Report will be persons interested in the nature, duration, and extent of the teaching and learning of the Professional Semester III Intern Teacher. In writing the Final Report, the following guidelines should be adhered to: (1) The document is to be written on the Professional Semester Three Final Report form available on-line at http://www.uleth.ca/edu/documents/index.cfm?view=student Teacher Evaluation Forms. (2) Report writing is initiated by Intern Teacher and then completed with assistance from University Consultant and Teacher Mentor. (3) The primary portion of the report, written by the Intern Teacher, should be a record of teaching, assignments, activities undertaken, events participated in, and professional learning during the internship. Typically, the report will include: Introduction (teaching, assignments, and extra-curricular activities if applicable) Classroom Organization/Management of Student Behaviour Planning and Preparation Techniques of Instruction (including integration of technology in teaching) Evaluation of Student Learning Personal and Professional Attributes Summary (4) The Teacher Mentor, University Consultant, and School Administrator (or designate) complete and sign the relevant Comments sections of the report. (5) The Final Report is read by the Intern Teacher, University Consultant, Teacher Mentor, and School Administrator (or designate), who each sign their own section. All signatures (and type-written names) must appear on the form when it is submitted to Field Experiences. Should any participant believe the report is an inaccurate record of the internship, Faculty policy requires that he/she write a letter addressed to the Assistant Dean, Field Experiences and attached to the Report. The letter should clearly outline areas of the reports to be inaccurate and reasons he/she does not believe the report to be accurate. (6) The University Consultant signs the report to verify the grade assigned for the internship. (7) The University Consultant is responsible to see that the original report and one copy are submitted on time (at the end of the semester before grades are due) to Field Experiences. (8) It is the Intern Teacher s responsibility to retain a signed copy if desired for inclusion in the professional portfolio. (9) The original will be placed in the Intern Teacher s Student Academic File in Student Program Services. Field Experiences: Education 4500 ~ Professional Semester III: Appendix 29
APPENDIX H Professional Semester Three Final Report Faculty of Education Field Experiences Professional Semester Three Final Report Fall Spring Semester, 20 (Please check appropriate semester) Professional Semester III is a five-course equivalent integrated semester including half-time teaching and professional study in curriculum design, leadership, advanced methods, and reflective practice. Intern Teachers are assigned full time to schools for the semester during which they assume responsibility for approximately one-half of the teaching day. PS III professional study is designed to complement and enhance the internship. The professional study components may occur on or off-campus and are coordinated by the University Consultants in collaboration with Intern Teachers and school personnel. Place a checkmark ( ) in front of the course in which you are registered Education 4571 Elementary Education Education 4572 Secondary Internship Education 4573 Special Focus Internship Education 4574 Fine Arts Internship - Art or Drama Education 4575 Fine Arts Internship - Music Intern Teacher School Teacher Mentor Grade Level(s) Administrator University Consultant Intern Teacher s Descriptive Report: 30 Field Experiences: Education 4500 ~ Professional Semester III : Appendix