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Wilfrid Laurier University Faculty of Education
October 26, 2016
Canadian Excellence

Second Practicum

The practica are essential components of the WLU Teacher Education Program which help TECs to accomplish the following:

• Forge connections between theory and practice;
• Integrate and apply knowledge;
• Apply skills from academic coursework to meet student needs; and
• Work collaboratively with other professionals to improve student learning.

All practica take place at the same PDS site to allow the development of deep, sustained professional relationships. TECs are required by the Ontario College of Teachers to be assigned placements in both divisions related to their certification. The practicum experiences consist of one two-week placement, one three-week placement, and a six-week placement.

During the second practicum, TECs should be providing ongoing instruction to individuals and small groups, teaching approximately 50% of the instructional time.

Specific Procedural Expectations for TECS and their Associate Teachers for each practica block are outlined in this section. 


Teacher Education Candidate (TEC)

As an aspiring member of the teaching profession, each TEC works with Faculty members, Associate Teachers, the PDS principal and staff in learning to take on the responsibilities of a professional teacher. TECs are responsible for the following:
• Adhering to policies and procedures of the WLU teacher education program ;
• Adhering to policies and procedures of the PDS site;
• Working collaboratively with their Associate Teacher, PDS and PLS cohort members and PDS staff;
• Observing, reflecting, and acting on the needs of pupils;
• Reporting all accidents or injuries to the principal and the Associate Teacher, and providing a copy of the incident/accident report (provided by the PDS) to the Faculty of Education;
• Having knowledge of and adhering to expectations of practical experience ;
• Gradually assuming the responsibilities and duties of a full-time teacher ;
• Providing their Associate Teachers with unit and lesson plans in advance of teaching activities and addressing the feedback they provide;
• Constructively addressing suggestions and guidance offered by PDS Staff and faculty;
• Adopting models of teaching excellence and professionalism;
• Assisting with implementation of the School Effectiveness Plan  if and as requested by their PDS principal during their field days.
• Becoming conversant with and living up to the commitments and responsibilities articulated in the Ontario College of Teachers Standards of Practice for the Teaching Profession, Ethical Standards for the Teaching Profession and Professional Learning Framework.

Associate Teachers will:

• Review with the Teacher Education Candidate submitted draft of each lesson plan the day before the lesson is scheduled to be taught and offer constructive advice to improve lesson
• Provide daily feedback to the Teacher Education Candidate in regards to each lesson taught and professional practice –

�� Strengths
�� Challenges/concerns
�� Avenues for growth

• Review the Practicum Evaluation with the TEC upon completion of the form at the end of the reporting period.
• Complete the Practicum Evaluation Form.
• Submit the completed and signed Practicum Evaluation Form along with the Associate
Teacher Payment Form to Laurie Minor at the WLU’s Faculty of Education at the completion of the practicum.
• Supervise the TEC at all times (please note that TECs are NOT certified teachers; therefore, they must be supervised at all times when working with or teaching students, as well as when assisting with the supervision of students).

Field Supervisor

Each TEC is assigned a Field Supervisor who visits TECs at the PDS site.
The Advisor is a Faculty of Education representative who provides front-line contact with PDS staff (e.g., principals and teachers) and TECs at the schools to which he or she is assigned.  This role includes mentoring, support, communication, problem solving, assessment of teaching practice, and providing feedback and instruction related to specific lessons or teaching activities of the TECs.  The Field Supervisor reports to the Field Experience Officer.

Specific duties and responsibilities of each Field Supervisor include the following:

• Having knowledge of and adhering to policies, procedures, and general information pertaining to the WLU teacher education program (see PDS Handbook);
• Visiting the PDS regularly from September to April as required and during the practica.  The minimum requirements for site visits are once during Practicum 1; once during Practicum 2; and twice during Practicum 3.  Additional visits may be required in cases where additional support is needed or make-up practicum assignments are being completed.  
• Observing TECs in the teaching context and providing ongoing feedback and support;
• Consulting with Associate Teachers regarding the progress of each TEC;
• Liaising with the Field Experience Officer to ensure that placements and Associate Teachers provided for each TEC are effective for TECs and PDS sites;
• Assisting with the resolution of any issues that arise in relation to TECs’ field experiences;
• Acting as a mentor and resource person to TECs and staff in the PDS site; and
• Liaising with the principal of each PDS site regarding TEC progress and program implementation.


Teacher Education Candidates will:

• Teach fifty percent of the day by the end of the practicum.
• Up‐date Sections 3‐ 7 of his/her “Practical Experience Binder” to reflect information pertaining to Second Practicum placement.
• Maintain a “Practical Experience Binder” that includes:
• Detailed, hard copies of lesson plans for every lesson assigned to teach utilizing the Lesson Plan template
• class schedule/time table
• relevant handouts
• information pertinent to practicum placement
• organized divisions for each of the above listed sections.
• Include copy of your Goal Plan for the Second Practicum
• Present written copies (draft) of daily lesson plans each morning to his/her Associate Teacher at least one day prior to teaching the lesson(s).
• Present revised, final copies of lesson plans at least 45 minutes before the beginning of the school day on which the lesson(s) will be taught.
• Experience planning, teaching, and assessing lessons in a wide range of subjects.
• Demonstrate the connection between theory and practice in both lesson planning, instructional strategies, and assessment tools.
• Teach lessons assigned by Associate Teacher.
• Lessons may be:

• individual lessons
• a series of sequential lessons for a specific small group of learners
• a series of sequential lessons in one subject e.g. math or language arts
• a unit of study taught over the three weeks of the practicum.

• Contact the school and his /her Associate Teacher before 8:00 a.m. in the case of an absence.
• Complete the Reporting Absence Form and fulfill all outlined requirements in the case of any absence.
• Make every effort to make up the time missed as the result of any absence.
• Consult with the Associate Teacher to arrange for a suitable time to be observed and an available location to meet and debrief with his/her Field Supervisor following the scheduled observation period.
• Inform the Associate Teacher of the scheduled period for the required observation by his/her Field Supervisor.

Associate Teachers will:

• Provide the TEC with opportunities to teach in all or most subject areas.
• Supervise the TEC at all times (NOTE: TECs are NOT certified teachers; therefore, they must be supervised at all times when working with or teaching students, as well as when assisting with the supervision of students.
• Determine the procedures for the TEC in terms of their involvement in Parent‐Teacher Interviews.
• Review all lesson plans, as well as the unit of study, the TEC has developed and make
recommendations for improvements.
• Encourage the TEC to regularly reflect on their teaching by providing daily feedback to the Teacher Education Candidate in regards to lessons taught that day, plans submitted for the following day(s), and their professional practice.
• Complete an informal formative assessment at the mid‐way point of the practicum and review it with the TEC in terms of:

• Strengths
• Challenges/concerns
• Avenues for growth

• Should you as the Associate Teacher decide to provide an informal formative assessment for the TEC, you may choose to copy and use the Second Practicum Evaluation Form to conduct the formative assessment. Please note that it is NOT a requirement that Associate Teachers complete an informal formative assessment during the Second Practicum – it is merely a suggestion. Likewise, if an informal
formative assessment is written, it is NOT to be sent to the Faculty of Education.
• Review the completed Second Practicum Evaluation Form with the TEC at the end of the reporting period; ensure that both the TEC and the Associate Teacher sign the Second Practicum Evaluation Form.
• Be sure to check the appropriate RATING for the TEC on the Second Practicum Evaluation Form.
• Provide the TEC with a signed copy of the completed Practicum evaluation no later than Friday December 14, 2012.
• You are strongly advised to give the TEC the completed Evaluation Form and the Associate Teacher Payment Form in a sealed envelope for the TEC to return to the Faculty of Education on Thursday January 3, 2013. In the past Evaluation Forms have been lost when they were put into the mail to be delivered by Canada Post or they were not received at the Faculty until months after they had been mailed.


Placement difficulties due to communication/professional relations

Communication difficulties include, for example, disagreements as to the amount of teaching time required, amount of feedback provided by the Associate Teacher, attitude of either party, appropriateness of the dress of the TEC, and so forth. Communication difficulties can often be resolved through frank and open dialogue. Every effort should be made to resolve issues with empathy, openness, and mutual respect, attending closely to OCT Ethical Standards for the Teaching Profession. As a first step, all parties are encouraged to review the roles and responsibilities outlined in the Program Handbook. Professional relationship difficulties are more serious in nature and include such things as sexual harassment, racial harassment, equity, professional ethics, and so forth. Professional relationships are governed by federal and provincial legislation, together with University, Federation and School Board policies. Problems of this nature should be reported immediately to the Field Supervisor and the Field Experience Officer of the Faculty by the TEC or the Associate Teacher. Procedures established by the University and/or the School Board will be followed. If the communication or professional relationship difficulty cannot be resolved, it may be necessary to re-assign the TEC to another practicum. The TEC may be required to make up missed practicum days.

Failure to complete a practicum

Full attendance at each practicum is mandatory. Only legitimate absences are permitted (e.g., sickness, death in the family, extraordinary circumstances). days. 

Absences within any one practicum that constitute 25% or more of the scheduled practicum days will result in the practicum being deemed incomplete. Permission to schedule a make-up practicum is at the discretion of the Associate Dean in consultation with the Field Experience Officer. Where an absence is deemed to be unjustified, the TEC will not be permitted to schedule a make-up practicum and will be dismissed from the program. Arrangements for make-up practica are organized by the Field Experience Officer in consultation with the Field Supervisor and the TEC.


Lesson Planner TEMPLATE

Sample Feedback Form 6

Sample Feedback Form 7

Second Practicum Evaluation- For those using Word

Second Practicum Evaluation- EDITABLE VERSION (complete on-line)
***Please place an "x" or a check mark inside boxes of your choice***



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