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FE2 (Phys. Ed. ONLY)

A note on workload:听The schedule, tasks, progression, and target workload percents are all general recommendations, based on the conditions of the particular placement. They should be followed as is possible and appropriate to the placement; however, they are not strict requirements. Variation and discrepancy may occur based on a number of factors, including but not limited to: the CT鈥檚 workload, the Student Teacher鈥檚 ability and readiness to take on a given workload, the school/class schedule, and the placement鈥檚 overlap with the CT鈥檚 current unit planning. It is always best for all parties (Student Teacher, CT, Supervisor) to discuss workload when there are changes made and/or if there are concerns. In general, the workload should not be substantially less than recommended but may be increased, if agreed upon by all parties.

  • Duration: 3 weeks (15 days; Mon-Fri)
  • PCs Developed*: 1, 2, 3, 4, 6, 9, 10, 11,听12 and 13

In 2nd Field Experience, Student Teachers are introduced to the Secondary school context. Student Teachers, often in pairs, will progress from participant observation in the classroom to undertaking, with help from the Co-operating Teacher, some co-planning for teaching and some team teaching of lessons or part of lessons with their peer. Student Teachers in 2nd Field Experience have taken an initial methodology course focusing on the QEP competency-based approach to teaching and learning and classroom management as well as several skills courses. The Co-operating Teacher and Field Supervisor will work together to provide robust support and feedback to the Student Teacher. The recommended progression of tasks and workload assignment as well as the assessment schedule听are听as follows:

Weekly Check-in:

The Field Supervisor will check-in with the Co-operating Teacher on a weekly basis (either by telephone, e-mail or in-person) in order to ascertain how the Student Teacher is performing and if there are any issues to be addressed. While this is an informal exchange, it has an important purpose and is successful when there is thoughtful and frank dialogue. Check-ins need not be lengthy. No written report is required, although the Field Supervisor should take note of when/how the check-in occurred and any salient points. Check-ins do not interfere with you contacting the Field Supervisor at any time should you need to discuss matters pertaining to the Student Teacher.

Evaluations
Assessment and reporting forms specific to each placement, and instructions on how to complete and submit,听can be found听here. Forms should be submitted to the appropriate parties as they are completed, per the assessment schedule below.

FE2 Written Components:

馃搵 Lesson/Learning Plans & Planning Book
  • Students Teachers, with the support of their Co-operating Teacher and Field Supervisor, will engage in rigorous activity, lesson/learning and unit planning as appropriate to each placement (see workload schedule)
  • Daily planning is an expectation throughout the placement听(and of the profession; Professional Competency 3 = "Plan teaching and learning situations"). Student Teachers are required to write a full plan for each lesson taught, well in advance of the lesson being taught (in case of absence, the Student Teacher should have plans completed and readily available such than another teacher could take over).
  • Plans should be submitted to the Co-operating Teacher and Field Supervisor in advance of scheduled teaching observations/evaluations听in order to communicate intended learning and to obtain feedback.
  • Templates for and annotated versions of听activity, lesson, and learning plans are available on the ISA website.听Student Teachers should use and build off of these comprehensive templates,听initially and for any observation/evaluation. Depending on the context, Student Teachers may elect to use a condensed format later on for their own planning, if not being evaluated.
  • A log of all plans (Planning Book) must be kept up-to-date and readily available for consultation at any time (e.g. by the Co-operating Teacher, Field Supervisor, ISA Office). The Planning Book should contain up-to-date plans for all activities, lessons, and units taught by the Student Teacher, as well as the Student Teacher鈥檚 comments on adjustments or improvements to be made, based on implementation.
馃摀 Weekly Reflection Journal
  • The Journal allows Student Teachers to synthesize ideas, thoughts and activities from the week and link practice to theory,听as part of their own best practices in reflective teaching and PC development
  • Journal content may be free-form but its tone should be professional (i.e. not that of a personal diary)
  • The Journal must be kept up-to-date and readily available for consultation at any time (e.g. by the Co-operating Teacher, Field Supervisor, ISA Office).
  • In addition to the Journal, students may choose to keep a personal diary; this document is not shared and is a tool for processing individual feelings and experiences
馃捇 e-Logbook (Phys Ed ONLY)
  • The e-logbook is an on-going and up-to-date record to be developed for each field experience. The logbook is a professional record of the student鈥檚 development as a professional educator, in line with the thirteen Professional Competencies for the teacher, during and across the field experiences. It is also used as a resource for pedagogy courses and later teaching experiences.
  • Submitted by student to KPE via MyCourses
  • A final grade for the field experience is contingent on and will not be issued until KPE has confirmed receipt of a student's satisfactory e-Logbook

Week

 Overview

Placement

Preparation

Tasks

  • Review ISA Student Teaching e-Handbook
  • Take note of your Placement Coordinator name and contact info
  • Take note of placement details, including school address, Co-operating Teacher name and email (available 1-2 weeks before placement, after you have completed the online briefing)
  • Research school and school board for your knowledge, including their Mission and Policies
  • Research travel time and route required to commute to/from host school
  • Reach out to your Supervisor for introduction, if they have not yet
  • Reach out to CT for introduction and to request information about their grade level(s) and what topics they are currently covering or expecting to cover during your time together
  • Familiarize yourself with your CT's topics and grade levels
  • Complete your Student Teacher Profile, to be completed and shared with your Field Supervisor and Co-operating Teacher on your first day
  • Review FE1 Action Plan and begin brainstorming FE2 expectations
  • Review workload and assessment schedule required for FE2
  • Fill out and sign the required Teaching Episode Consent Form

Week 1

Tasks/Workload

  • Review Student Teacher Profile and FE1听Action Plan and expectations for FE2听with the Co-operating Teacher and Field Supervisor (e.g. at Introductory Meeting)
  • Submit your signed Teaching Episode Consent Form to your Field Supervisor
  • Become oriented to the school, its routines and functions through observation听
  • Participate in school activities and events听
  • Assist with supervision duties within and outside the classroom听
  • Become familiar with classroom routines and implement some of them (e.g. take attendance, make announcements, etc.)听
  • Assist with the preparation, collation, and distribution of student resource materials, and prepare materials for students听
  • Engage in some limited work with individual students or small groups of students听

Assessment

Week 2

Tasks/Workload

  • Participate in school activities and events听
  • Assist with supervision duties within and outside the classroom
  • Team teach with the Co-operating Teacher听
  • Review optional FE2-FE3 Continuation opportunity

Assessment

Week 3

Tasks/Workload

  • Participate in school activities and events
  • Assist with supervision duties within and outside the classroom
  • Select, plan and teach some lessons with the Co-operating Teacher and partner
  • Student Teacher creates Action Plan for FE3, in consultation with CT and Supervisor

Assessment

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