CSL and Practicum Guide - Teacher Education - B.Ed. 2019 2020 - Faculty of Education - uOttawa Education
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Université d’Ottawa | University of Ottawa CSL and Practicum Guide Teacher Education - B.Ed. 2019 - 2020 Faculty of Education 613-562-5804 | educprog@uOttawa.ca education.uOttawa.ca
ORIENTATION: PROGRAM OVERVIEW Welcome to the Teacher Education Program at the University of Ottawa. We anticipate that this will be both an engaging and exciting year for all of us to live and learn together on the traditional unceded territories of the Algonquin people. During the next two years you will have many unique opportunities within our B.Ed. program to develop as professional educators within a variety of international, national, and local learning communities. Let’s get started!!! This graphic represents the components of our full-time professional program. The Ontario College of Teachers (OCT) has accredited our program to ensure that you will graduate as an OCT certified teacher in addition to your University of Ottawa degree. In Year 1 you will focus on “Teacher as Professional” and Year 2 “Teacher as Researcher” will be the focus. PROFESSIONALISM Communities of Learning Cohorts The Faculty of Education requires that Teacher Candidates carry out their professional duties Course Work Foundation Courses, in accordance with the Teaching Subjects, Electives, expectations of members of Professional Inquiry the profession as outlined in the Faculty’s Professional Ethics Policy and Standards YOU of Practice for the Teaching Teacher Practicum over 100 days Profession and Ethical Candidate Standards of the Ontario College of Teachers. You are considered an associate Community Service Learning (CSL) member of the Ontario in schools and in the community 10 days in Year 1, 15 days in Year 2 Teachers’ Federation and must therefore act in accordance with the Duties of Teachers contained in the Regulation Professional Learning made under the Teaching Profession Act (June 1, 2006). Please refer to the CSL/ Practicum Guide on the Faculty web site. COMMUNITY SERVICE LEARNING AND PRACTICUM For 2019-2020: YEAR 1 Teacher For Candidates USING E-MAIL All messages from the • Community service learning will consist of one day a week (Wednesdays) in schools from September 18 to Faculty of Education and the November 27, 2019. University will appear on • Evaluated Practicum will consist of a three-week block from December 2 to 20, 2019, followed by one day a UOZone or will be sent to your week (Wednesdays) from January to March, 2020 and a five-week block from March 23 to April 23, 2020. @uOttawa.ca E-mail address. It is important that you access For the 2019-2020: YEAR 2 Teacher Candidates this account regularly. • Evaluated Practicum will consist of a two-week block from September 3 to 13, 2019 followed by one day a week (Wednesdays) in September to November, a three-week block from December 2 to December 20, 2019 and a three-week block from January 6 to 24, 2020. COURSE SCHEDULE • Voluntary community service learning will consist of one-day a week (Wednesdays) from January 29 Your course schedule can be to April 1, 2020. A mandatory three-week CSL placement in a school or community setting will be found on your UOZone. The completed from April 6 to 25, 2020. course schedule in the B.Ed. program is determined by the • Make-up practicums are arranged in May 2020. year, division and cohort you For liability purposes, when completing duties the Teacher Candidate must be supervised at all times by are registered in. Concerns a member of the Ontario College of Teachers. about your schedule should be addressed in writing to the For more information please refer to CSL/Practicum Guide found on the Faculty web site. Director’s Office. www.education.uOttawa.ca/en/programs/undergraduate-studies/teacher-education/practicum-handbook I
YEAR 1 AT A GLANCE September • Reading Week - October 14-18 • Practicum Days (Wednesdays) • Continue to work on Digital Hub - January 8, 15, 22, 29 • UOZone - course schedule, events • Set up UO email November • Workplace Training & Police February Record Check • Course Assignments • Course assignments • Read Student Guide • CSL Wednesdays - stand alone lessons, small group work, school or classroom • Practicum Wednesdays • Read CSL/Practicum Guide - February 5, 12, 19, 26 - based project • Register for CSL on Community Navigator • CSL Reflection & Poster Fair March • Organise Course Expectations - November 26 (am) • Federation Day • Continue to work on Digital Hub • Course Assignments and Last Day of • Letter of Introduction - CSL Placement Class - March 13 • Course Assignments - Last Class for - September 18 Semester - November 29 • March Break - March 14-22 • Start to Create Digital Hub (professional • Practicum - March 23 to April 23 digital presence) December • Practicum - Three-Week Block April October - December 2-20 • Practicum ends - April 23 • Course Assignments • Last PED 3150 Class & Celebration • CSL - Wednesdays - observation, January - April 24 individual support in classrooms, school- • First Day of Campus Classes based project or classroom project Semester 2 - January 6 • OCT Presentation YEAR 2 AT A GLANCE September • Course Assignments - Last Class for • Preparation for CSL in April Semester 1 - November 29 • Register on Community Navigator for CSL • UOZone - course schedule, events • Workplace Training & Police December March Record Check • Read CSL/Practicum Guide • Continued development and refinement • Continued development and refinement of Digital Hub of Digital Hub • Letter of Introduction - Practicum • Practicum - December 2 - six-week block Placement • Course Assignments • Practicum starts - September 3 for two • Practicum ends for Holidays • March Break - March 14-22 weeks - December 20 and restarts January 6 • Apply to OCT • Mock Interviews • Practicum continues Wednesdays • Digital Hub Sharing - March 12 and for ten weeks March 26 Request UO transcript to be • First Day of Campus Classes January sent when degree is conferred to OCT - September 16 • Continued development and refinement • First PED 3151 class - September 19 of Digital Hub April • Organise Course Expectations • Practicum continues until January 24 • Continued development and refinement • Continued development and refinement • Course Assignments of Digital Hub of Digital Hub • April CSL Placements confirmed • Last PED 3151 Class & Celebration - April 2 • Visit University Career Services • Campus classes end on April 3 October • CSL – Three weeks - April 6-24 • Course Assignments February • Continued development and refinement • Continued development and refinement May/June of Digital Hub of Digital Hub • Practicum - Wednesdays - Lesson • Continued development and refinement • Course Assignments of Digital Hub planning, individual and small group teaching in classrooms • Personal Inquiry/Research Fair • Job Hunt Continues • Reading Week - October 14-18 • Career Fair - February 11-13 • Register for Additional • Job hunt starts Qualification courses November • Federation Day • Request final transcript sent to OCT (once degree is conferred) • Continued development and refinement • Apply to QECO and/or OSSTF - Qualification Evaluation • Convocation of Digital Hub II
PROFESSIONAL LEARNING Your learning is enriched by a wide range of professional learning opportunities offered at the Faculty, your host schools and in the larger educational community. Events can be found on UOCalendar, the Teacher Education newsletter, and the Faculty web site. Other events will be organized by the cohort leads, professors and University partners. PED 3150: YEAR 1 CANDIDATES All mandatory professional learning for Year 1 candidates will be held during class time for PED 3150. (Tuesdays 8:30-11:30) Please see course syllabus. PED 3151: YEAR 2 CANDIDATES All mandatory professional learning for Year 1 candidates will be held during class time for PED 3151. (Thursdays 8:30-11:30) Please see course syllabus. PROFESSIONAL LEARNING AND ACTIVITIES • Global Education Conference • Happiness Week • Destination Imagination • Java Jam Training • ICI Creativity Symposium • International Baccalaureate • Bedtime Stories Program Training • Lions Quest Training • Inclusion Conference • First Aid Training • Tribes Training • Mental Health First Aid • Career Planning Training • Citizenship Science • Red Cross Humanitarian Law • Math Workshops • Science Saturdays III
COHORT INFORMATION FACULTY OF EDUCATION Imagination, Creativity, Innovation – Section A & G (contact: Michael Wilson / Michael.Wilson@uOttawa.ca) STUDENT ASSOCIATION The Faculty of Education Students’ Association would like to Developing Global Perspectives – Section B & E welcome you to the Teacher Education Program. We host both (contact: Diane Patricia Watt / dwatt@uOttawa.ca) academic and social events throughout the year with the intention Comprehensive School Health – Section C of building and sustaining a professional community within the (contact: Rebecca Lloyd / Rebecca.Lloyd@uOttawa.ca) Faculty of Education. Second Language Learning Cohort – Section D & L We hope to see you at the many events lined up for this year. (contact: Stephanie Arnott / sarnott@uOttawa.ca) If you have any questions, please send us an email at Urban Education Community – Section F & H fesauOttawa@gmail.com. You can stay updated on all FESA events (contact: Linda Radford / lradford@uOttawa.ca) by following us on our Facebook, Twitter, and Instagram. IV
ACCESS SERVICES: FOR STUDENTS NEEDING ADAPTIVE MEASURES If barriers might prevent you from integrating into university life Access Service designs services and implements measures to and you may need adaptive measures to progress (physical setting, break down barriers that would otherwise impede the learning accommodations for assignments, arrangements for exams, learning process for students with health problems (mental or physical), strategies, etc.), contact Access Service right away: in person at the visual impairments or blindness, hearing impairments or deafness, Desmarais Building, Room 3172, permanent or temporary disabilities, or learning disabilities. It is Laurier Avenue East; the responsibility of the student to register with access services in order to receive adaptive measures. For more information about the • online at web3.uOttawa.ca/sass/apps/ventus/student/ services available, please see the guide at www.sass.uOttawa.ca/ • by phone at 613-562-5976 - TTY: 613-562-5214. access/students/ RESOURCE CENTRE FACULTY OF EDUCATION RESOURCE CENTRE (FERC) A collection of educational Location resources at your fingertips Lamoureux Hall, room 203 (LMX 203) The Faculty of Education Resource Centre aims to support the programs of the Faculty of Education by providing a diverse range of teaching and learning resources and services in both English and Hours of operation* French. REGULAR HOURS Resources September – April Take advantage of the many resources available to help you learn Monday – Thursday 8 a.m. – 9 p.m. and teach such as: Friday 8 a.m. – 5 p.m. • collections of books; Saturday Closed • educational kits; • musical instruments; Sunday Closed • puppets; SUMMER HOURS • curriculum sets; May • audiovisual and computer equipment; Monday – Friday 8 a.m. – 5 p.m. • software. Saturday & Sunday Closed Services June – August The Resource Centre offers several valuable services for your Monday – Friday 8 a.m. – 4 p.m. classwork and practicum including; Saturday & Sunday Closed • reference and research assistance offered by an education *Hours of operation are subject to change. The Resource Centre is closed on librarian; official University holidays. • workshops on topics such as the effective use of SMART Boards; • technical support regarding the Resource Centre’s equipment as well as on-campus Wi-Fi and printer network configuration for For more information your laptop; Phone: 613-562-5861 Email: educentre@uOttawa.ca • spaces for self and group study; Web: education.uOttawa.ca/en/about/centre • printing, photocopying and laminating stations. V
CONCEPTUAL FRAMEWORK TEACHER EDUCATION AS DEVELOPING “COMMUNITIES OF INQUIRY” We use the word communities to represent the multiple We do not see the role of the Faculty of Education as creating communities that teacher candidates and faculty members teachers as technicians, merely implementing prescribed engage in during the preparation of new teachers. These include, curricula, instructional techniques, and policy. Rather we see but are not limited to: our role as supporting beginning teachers as they bump up against relevant literature, current thinking, curricula, educational • B.Ed. classrooms; • Research communities; policies, and the actions and thinking of teachers as they engage • Practicum classrooms; • Service learning in inquiry into their own views and practices. Thus as well as communities; developing the skills and knowledge of beginning teachers, we • School communities; also present opportunities and experiences for them to develop a • Virtual communities. • Global communities; stance of inquiry (Cochran-Smith & Lytle, 2009). Therefore, within the various communities, teacher candidates are encouraged to Our focus on communities is grounded in work on situated critically examine and inquire into: learning and communities of practice which suggests that social • Classroom practice (in general, their own, and the practices practice is the primary, generative source of learning (Lave & of those they observe through the program); Wenger, 1991; Wenger, 1998). Opportunities to dialogue and engage in meaningful and sustained collaborative work are • Student learning and understanding; well recognized as ways of encouraging inquiry into teachers’ • Ontario curricula and initiatives; classroom practice and supporting the enactment of new ideas (Cochran-Smith & Lytle, 2009; Fullan, 2001; Hargreaves, 2009). • Disciplinary area understandings; Teachers, both beginning and experienced, derive support, • What it means to create and take part in communities of motivation and direction from collaborative work and discussion learning; as they grapple with new thinking, practices and understandings that emerge through research, policy, classroom practice or • Perspectives on schooling; readings. • Issues of equity and diversity. The focus on communities is not new in our thinking about teacher education at the University of Ottawa but rather, this We view the teacher education program as an opportunity for focus helps to articulate and focus on some of the work that is beginning teachers to engage in a dynamic and iterative cycle already happening within our Faculty of Education. While we of inquiry within a variety of communities. It is within these recognize that all B.Ed. classes can be seen as strong communities, communities that our teacher candidates are exposed to ideas of and that teacher candidates move into school and classroom teaching and learning, engage in discussion about these ideas, communities, there are particular initiatives that extend this and are provided with opportunities to test out their professional notion of community. For instance, some professors have made knowledge and practice in a variety of settings. In Year 1 teacher connections with school classrooms and take their teacher candidates will focus on “Teacher as Professional” and Year 2 education students to those classrooms to observe, assist, “Teacher as Researcher” will be the focus. and then through discussion, connect the school classroom experience to the more theoretical discussions they have in their own courses. Other professors send their students out into the community to provide service to a variety of educational communities and to discuss those experiences in their teacher education classes with the view of linking theory and research to those experiences. Hence, the notion of community not only includes the courses and classrooms within the teacher education program but also extends to communities beyond the program, all of which helps to provide forums for inquiry and learning. We use the word ‘inquiry’ to reflect our view of teachers as both ‘teacher’ and ‘learner’ as they engage in examining what it means to teach and what it means to learn. In some cultures, teacher and learner are not separate words, which would better represent the idea that both teachers and learners play these dual roles. For instance, in Maori, the word ‘ako’ is used to mean to learn, study, instruct, teach, and advise. VI
YEAR 1: PROFESSIONAL INQUIRY Self study! Who you would like to be as a teacher at this time and in this place? How might you draw on research to become a reflexive professional WHAT DOES “IT” MEAN TO BECOME How will you learn the A PROFESSIONAL EDUCATOR? curriculum-as-planned? educator? Why? In what ways will you adapt and How will you develop the learn from the curriculum-as- curriculum-as-implemented? lived with students? YEAR 1 In Year 1, teacher candidates are expected to do an in-school praxis, case studies, curriculum-as-planned,—implemented,—lived, community service learning and practicum placement and to focus differentiated instruction, assessment, inclusion, diversity and on the concept of “Teacher as Professional.” During their coursework equity, community service learning, co-teaching and professional candidates are expected to draw on their CSL and practicum learning. In year 1 candidates should become familiar with experiences to develop the necessary professional language and Timperley’s (2012) “adaptive expert” theoretical model (as well as competencies as Ontario Teachers. Teacher candidates should have others), which in turn suggests that teachers learn best when they opportunities within your course to take up concepts such as, but are actively involved in thinking about, engaging with and listening not limited to: professional collaborative inquiry, critical reflexive to the students in their classrooms. YEAR 2: BECOMING TEACHER AS RESEARCHER Develop a research question that responds to the needs of your school community? How will you enact the findings of What assessment tools (research your research to enhance curriculum- WHAT DOES “IT” MEAN TO BECOME methods) will you draw on to as-planned, -implemented, and lived? A TEACHER RESEARCHER? collect student data? How will you collaborate with How will draw on coursework different communities of inquiry to to analyze and synthesize your solicit feedback on your findings? research data? YEAR 2 The learning in Year 1 should be extended to the concept of d) practicing self-awareness to determine limitations and “Teacher as Researcher.” Here the candidate can, as one example, strengths; and delve in to the first three aspects of Timperley’s (2012) model of the e) seeking opportunities for learning and professional growth. adaptive expert: a) building a conceptual framework from theoretical and practical In Year 2, we scaffold teacher candidate learning by asking them knowledge; to reflect on their individual teaching practice, strategies of adaptive teaching through self-understanding, action research with b) engaging common sense theories to uncover assumptions; and colleagues, and demonstrating the ability to work in professional c) increasing metacognition to drive self-learning and reflection. learning communities by contributing to the furthering of classroom practice. At the end of their coursework, each Year 2 candidate In Year 2, we continue with this teaching, research, and learning should have experienced the cycle of the adaptive expert model. feedback loop by extending into the fourth and fifth phases of the Building from contextualized knowledge of the classroom, personal adaptive expert model: reflection, and collaborative inquiry through action research, Term 2 ends with the sharing of the teacher candidate’s digital hub. VII
TEACHER EDUCATION PROGRAM LEARNING OUTCOMES THE TEACHER EDUCATION PROGRAM IS COMMITTED TO DEVELOPING TEACHERS WITHIN COMMUNITIES OF INQUIRY THROUGH 1) C reating, promoting, and participating • Are familiar with research-based practices (assessment and in communities of inquiry instruction) that promote learning and address a broad range of learners; Graduates of the program: • Demonstrate knowledge of current curriculum, research, • Participate in communities of inquiry; theory, and policy in relevant subject disciplines; • Demonstrate commitment to personal and professional • Understand the importance of integrating and aligning learning to inform their own practice; curriculum, instruction, and assessment; • Recognize that professional learning occurs in various ways • Understand the interplay of theories and beliefs in influencing and contexts; educational perspectives and practices; • Participate in local and extended learning communities • Identify the legal roles and responsibilities of a teacher and/or communities of inquiry and practice; in Ontario. • Create communities of inquiry; • Create collaborative and respectful learning communities 4) Inquiry into professional practice within their own teaching situations; Graduates of the program: • Work collaboratively with colleagues, families and • Incorporate the aspects of their professional knowledge in community members to meet the needs of students; their professional practice; • Recognize the role of teacher as researcher and model a • Demonstrate a repertoire of teaching and assessment stance of inquiry; approaches that respond to the complexity of teaching and • Promote communities of inquiry; learning and address the needs of a broad range of learners; • Recognize the values and roles of various educational • Use current theories and research to inform planning and contexts and communities; pedagogical decisions; • Demonstrate a sense of responsibility to community both • Integrate technology, resources and tools in teaching, locally and globally; learning and assessment; • Recognize various perspectives of the purposes of • Encourage creative engagement with subject matter that schooling; promotes critical thinking; • Demonstrate care, integrity, and respect as outlined in the OCT • Use a range of assessment strategies for a variety of ethical standards of practice in all aspects of their work. purposes. 2) Commitment to students and student learning 5) The digital hub strategy Graduates of the program: The Digital Hub strategy at the University of Ottawa is designed to assist teacher • Recognize and respect each student’s uniqueness and provide candidates in developing a professional opportunities for all students to learn and demonstrate their digital presence that reflects their journey learning; as a developing teacher and enhancing • Demonstrate the value of the diversity of Canadian society, for their digital literacy skills and competencies. Certainly the Digital instance, in relation to socioeconomic class, ethnicity, sexual Hub can be used for employment preparation but it is far more orientation, gender, and ability, and the influence of these on than this. It represents a synthesis of you as a teacher, it highlights student learning needs; your professional collaboration and interaction with educators beyond your community, it reflects your professional growth • Promote student well-being including physical, intellectual, mindset and your reflective practice. Each teacher candidate is social, and emotional welfare.. required to create a digital hub in their first year of the program and to select artefacts that best reflect you as a developing 3) Inquiry into Professional knowledge teacher. At the end of Year 2 you will be required to present your Digital Hub as a synthesis artefact of you as a teacher. A variety Graduates of the program: of supports will be provided to get started and there is a web site • Demonstrate an understanding of current theories and with MANY helpful resources. research on how students develop and learn; sites.google.com/site/edtechuo VIII
AT-A-GLANCE CHART University of Ottawa Primary/Junior Program A one-semester course of 36 faculty instructional hours is equal to 3 credits; Colour Coding for Courses: FOUNDATIONS METHODS ELECTIVES PROFESSIONAL INQUIRY AND PRACTICUM FSL FALL WINTER Courses Credit Courses Credit PED 3142: Learning Theories and Practices in Inclusive 3 PED 3141: Curriculum Planning, Assessment, and Evaluation Part I 3 Classrooms Part I PED 3152: Enhancing Mathematics and Science Thinking 3 PED 3102: Schooling and Society 3 Year PED 3111: Teaching at the Primary Division – (Mathematics and 1 Sub-total units: 30 Arts) or PED 3121: Teaching at the Junior Division (Science and 3 Mathematics) PED 3113: Teaching at the Primary Division Part (Physical Education and Health Science) or PED 3114: Teaching at the Junior 3 PED 3112: Teaching at the Primary Division – (Language Arts and Division (Arts and Language Arts) Social Studies) or PED 3120: Teaching at the Junior Division (Social 3 Studies and Physical Education) PED 3200: Practicum 1 6 PED 3150: Becoming a Teacher Through Inquiry into Teaching 1.5 1 day/week + 8 week block Community Service Learning 10 days PED 3150: Becoming a Teacher Through Inquiry into Teaching 1.5 PED 3142: Learning Theories and Practices in Inclusive PED 4142: Learning Theories and Practices in Inclusive 3 3 Classrooms Part I Classrooms Part II PED 3114: Teaching at the Junior Division (Arts and Language PED 3102: Schooling and Society 3 Arts) or PED 3113: Teaching at the Primary Division Part (Physical 3 Year Education and Health Science) 2 Sub-total units: 30 PED 3113: Teaching at the Primary Division Part (Physical PED 3151: Enacting Collaborative Inquiry in Professional Practice 1.5 Education and Health Science) or 3 PED 3114: Teaching at the Junior Division (Arts and Language Arts) Community Service Learning 15 days PED 3200: Practicum 1 PED 3138: First Nations, Inuit and Métis Education: Historical 6 3 1 day/week + 8 week block Experiences and Contemporary Perspectives PED 3150: Becoming a Teacher Through Inquiry into Teaching 1.5 Elective 2 3 Possible Electives: PED3110 Teaching in Roman Catholic Separate Schools 3 PED3138 First Nations, Inuit and Métis Education: Historical Experiences PED3119 Integrating Technology in the Classroom 3 and Contemporary Perspectives 3 PED3124 Equity in Education: Theory and Practice 3 PED3139 Creating Healthy, Safe and Supportive Learning Environments 3 PED3129 Second Language Perspectives in Education 3 PED3144 Counselling Applications in Elementary School Contexts 3 PED3134 Social Justice and Global Education 3 PED3145 Kindergarten and the Early Years 3 PED3136 Holistic and Non-Traditional Approaches to Education 3 PED3148 Teaching Writing Across the Curriculum 3 IX
University of Ottawa Primary/Junior French Second Language Program A one-semester course of 36 faculty instructional hours is equal to 3 credits; Colour Coding for Courses: FOUNDATIONS METHODS ELECTIVES PROFESSIONAL INQUIRY AND PRACTICUM FSL FALL WINTER Courses Credit Courses Credit PED 3141: Curriculum Planning, Assessment, and Evaluation Part I 3 PED 3142: Learning Theories and Practices in Inclusive Classrooms I 3 PED 3152: Enhancing Mathematics and Science Thinking 3 PED 3102: Schooling and Society 3 PED 3111: Teaching at the Primary Division – (Mathematics and Arts) or PED 3121: Teaching at the Junior Division (Science and 3 Mathematics) PED 3113: Teaching at the Primary Division Part (Physical Year Education and Health Science) or PED 3114: Teaching at the Junior 3 1 Sub-total units: 36 PED 3112: Teaching at the Primary Division – (Language Arts and Division (Arts and Language Arts) Social Studies) or PED 3120: Teaching at the Junior Division (Social 3 Studies and Physical Education) PED 1788: Enseignement du FLS aux cycles primaire et moyen – I 3 PED 1599: Connaissances et habiletés reliées au français écrit en 1.5 PED 1599: Connaissances et habiletés reliées au français écrit en enseignement 1.5 enseignement PED 3150: Becoming a Teacher Through Inquiry into Teaching 1.5 PED 3150: Becoming a Teacher Through Inquiry into Teaching 1.5 PED 3200: Practicum 1 6 Community Service Learning 10 days 1 day/week + 8 week block PED 4142: Learning Theories and Practices in Inclusive PED 4141: Curriculum Planning, Assessment, and Evaluation Part II 3 3 Classrooms II PED 3121: Teaching at the Junior Division (Science and PED 3138: First Nations, Inuit and Métis Education: Historical Mathematics) or PED 3111: Teaching at the Primary Division 3 3 Experiences and Contemporary Perspectives (Mathematics and Arts) Year Sub-total units: 31.5 2 PED 3114: Teaching at the Junior Division (Arts and Language PED 3120: Teaching at the Junior Division (Social Studies and Arts) or PED 3113: Teaching at the Primary Division Part (Physical 1.5 Physical Education) or PED 3112: Teaching at the Primary Division 3 Education and Health Science) (Language Arts and Social Studies) Elective 2 3 PED 2788: Enseignement du FLS aux cycles primaire et moyen – II 3 PED 3151: Enacting collaborative Inquiry in Professional Practice 1.5 PED 3151: Enacting Collaborative Inquiry in Professional Practice 1.5 PED 4200: Practicum 2 6 Community Service Learning 15 days 1 day/week + 8 week block Possible Electives: PED3110 Teaching in Roman Catholic Separate Schools 3 PED3138 First Nations, Inuit and Métis Education: Historical Experiences PED3119 Integrating Technology in the Classroom 3 and Contemporary Perspectives 3 PED3124 Equity in Education: Theory and Practice 3 PED3139 Creating Healthy, Safe and Supportive Learning Environments 3 PED3129 Second Language Perspectives in Education 3 PED3144 Counselling Applications in Elementary School Contexts 3 PED3134 Social Justice and Global Education 3 PED3145 Kindergarten and the Early Years 3 PED3136 Holistic and Non-Traditional Approaches to Education 3 PED3148 Teaching Writing Across the Curriculum 3 X
University of Ottawa Junior/Intermediate Program A one-semester course of 36 faculty instructional hours is equal to 3 credits; Colour Coding for Courses: FOUNDATIONS METHODS ELECTIVES PROFESSIONAL INQUIRY AND PRACTICUM FSL FALL WINTER Courses Credit Courses Credit PED 3142: Learning Theories and Practices in Inclusive PED 3141: Curriculum Planning, Assessment, and Evaluation Part I 3 3 Classrooms Part I PED 3121: Teaching at the Junior Division (Science and PED 3152: Enhancing Mathematics and Science Thinking 3 3 Mathematics) or PED 3154: Teaching at the Intermediate Division PED 3102: Schooling and Society 3 Year 1 Sub-total units: 36 PED 3114: Teaching at the Junior Division (Arts and Language 3 Arts) or Intermediate Teaching Option PED 3120: Teaching at the Junior Division – Social Studies and Physical and Health Education or Intermediate Year 1 Stream of J/I 3 PED 3788: Enseignement du FLS aux cycles – I 3 Elective 1 PED 3139 PED 1599: Connaissances et habiletés reliées au français écrit en 3 enseignement PED 3150: Becoming a Teacher Through Inquiry into Teaching 1.5 PED 3150: Becoming a Teacher Through Inquiry into Teaching 1.5 PED 3210: Practicum 1 Community Service Learning 10 days 6 1 day/week + 8 week block PED 4142: Learning Theories and Practices in Inclusive PED 4141: Curriculum Planning, Assessment, and Evaluation Part II 3 3 Classrooms Part II Intermediate Teaching Option or PED 3114: Teaching at the Junior 3 PED 3153: The Context of Ontario Middle and Secondary Schools 3 Division (Arts and Language Arts) Year 2 Sub-total units: 33 PED 3154: Teaching at the Intermediate Division or PED 3121: 3 Teaching at the Junior Division (Science and Maths) PED 3120: Teaching at the Junior Division (Social Studies and Physical and Health Education) or Intermediate Year 2 Stream of 3 PED 3138: First Nations, Inuit and Métis Education: Historical 3 J/I elective 1 PED 3139 Experiences and Contemporary Perspectives PED 4788: Enseignement du FLS aux cycles – I 3 PED 3151: Enacting collaborative Inquiry in Professional Practice 1.5 PED 3151: Enacting Collaborative Inquiry in Professional Practice 1.5 PED 4210 (Practicum 2): 2 weeks, 1 day week, + 6 week block 6 Community Service Learning 15 days Half of the J/I students follow Junior program in the first year; whereas, half of the students follow the intermediate program. Depending on which program they follow, they will have different courses (hence the “or”). Possible Electives: PED3110 Teaching in Roman Catholic Separate Schools 3 PED3138 First Nations, Inuit and Métis Education: Historical Experiences PED3119 Integrating Technology in the Classroom 3 and Contemporary Perspectives 3 PED3124 Equity in Education: Theory and Practice 3 PED3139 Creating Healthy, Safe and Supportive Learning Environments 3 PED3129 Second Language Perspectives in Education 3 PED3144 Counselling Applications in Elementary School Contexts 3 PED3134 Social Justice and Global Education 3 PED3145 Kindergarten and the Early Years 3 PED3136 Holistic and Non-Traditional Approaches to Education 3 PED3148 Teaching Writing Across the Curriculum 3 XI
University of Ottawa Junior/Intermediate French Second Language Program A one-semester course of 36 faculty instructional hours is equal to 3 credits; Colour Coding for Courses: FOUNDATIONS METHODS ELECTIVES PROFESSIONAL INQUIRY AND PRACTICUM FSL FALL WINTER Courses Credit Courses Credit PED 3142: Learning Theories and Practices in Inclusive PED 3141: Curriculum Planning, Assessment, and Evaluation Part I 3 3 Classrooms Part I PED 3121: Teaching at the Junior Division (Science and PED 3152: Enhancing Mathematics and Science Thinking 3 3 Mathematics) or PED 3154: Teaching at the Intermediate Division PED 3102: Schooling and Society 3 Year 1 Sub-total units: 36 PED 3114: Teaching at the Junior Division (Arts and Language 3 Arts) or Intermediate Teaching Option PED 3120: Teaching at the Junior Division – Social Studies and Physical and Health Education or Intermediate Year 1 Stream of J/I 3 PED 3788: Enseignement du FLS aux cycles – I 3 Elective 1 PED 3139 PED 1599: Connaissances et habiletés reliées au français écrit en 3 enseignement PED 3150: Becoming a Teacher Through Inquiry into Teaching 1.5 PED 3150: Becoming a Teacher Through Inquiry into Teaching 1.5 PED 3210: Practicum 1 Community Service Learning 10 days 6 1 day/week + 8 week block PED 4142: Learning Theories and Practices in Inclusive PED 4141: Curriculum Planning, Assessment, and Evaluation Part II 3 3 Classrooms Part II Intermediate Teaching Option or PED 3114: Teaching at the Junior 3 PED 3153: The Context of Ontario Middle and Secondary Schools 3 Division (Arts and Language Arts) Year 2 Sub-total units: 33 PED 3154: Teaching at the Intermediate Division or PED 3121: 3 Teaching at the Junior Division (Science and Maths) PED 3120: Teaching at the Junior Division (Social Studies and Physical and Health Education) or Intermediate Year 2 Stream of 3 PED 3138: First Nations, Inuit and Métis Education: Historical 3 J/I elective 1 PED 3139 Experiences and Contemporary Perspectives PED 4788: Enseignement du FLS aux cycles – I 3 PED 3151: Enacting collaborative Inquiry in Professional Practice 1.5 PED 3151: Enacting Collaborative Inquiry in Professional Practice 1.5 PED 4210 (Practicum 2): 2 weeks, 1 day week, + 6 week block 6 Community Service Learning 15 days Half of the J/I students follow Junior program in the first year; whereas, half of the students follow the intermediate program. Depending on which program they follow, they will have different courses (hence the “or”). Possible Electives: PED3110 Teaching in Roman Catholic Separate Schools 3 PED3138 First Nations, Inuit and Métis Education: Historical Experiences PED3119 Integrating Technology in the Classroom 3 and Contemporary Perspectives 3 PED3124 Equity in Education: Theory and Practice 3 PED3139 Creating Healthy, Safe and Supportive Learning Environments 3 PED3129 Second Language Perspectives in Education 3 PED3144 Counselling Applications in Elementary School Contexts 3 PED3134 Social Justice and Global Education 3 PED3145 Kindergarten and the Early Years 3 PED3136 Holistic and Non-Traditional Approaches to Education 3 PED3148 Teaching Writing Across the Curriculum 3 XII
University of Ottawa Intermediate/Senior Program A one-semester course of 36 faculty instructional hours is equal to 3 credits; Colour Coding for Courses: FOUNDATIONS METHODS ELECTIVES PROFESSIONAL INQUIRY AND PRACTICUM FSL FALL WINTER Courses Credit Courses Credit PED 3142: Learning Theories and Practices in Inclusive PED 3141: Curriculum Planning, Assessment, and Evaluation Part I 3 3 Classrooms Part I PED 3153: The Context of Ontario Middle and Secondary Schools 3 Senior Teaching Option 1 or Senior Teaching Option 2 3 Year 1 Sub-total units: 30 PED 3102: Schooling and Society 3 PED 3138 3 Intermediate Teaching Option 1 or Intermediate Teaching Option 2 3 PED 3150: Becoming a Teacher Through Inquiry into Teaching 1.5 PED 3150: Becoming a Teacher Through Inquiry into Teaching 1.5 PED 3220: Practicum 1 Community Service Learning 10 days 6 1 day/week + 8 week block PED 4142: Learning Theories and Practices in Inclusive PED 4141: Curriculum Planning, Assessment, and Evaluation Part II 3 3 Classrooms Part II Year 2 PED 3155: Teaching Across the Intermediate/Senior Curriculum 3 Senior Teaching Option 1 or Senior Teaching Option 2 3 Sub-total units: 30 Elective 2 (see list on second page) 3 Intermediate Teaching Option 1 or Intermediate Teaching Option 2 3 Elective 3 (see list on second page) 3 PED 3151: Enacting collaborative Inquiry in Professional Practice 1.5 PED 3151: Enacting Collaborative Inquiry in Professional Practice 1.5 PED 4220 (Practicum 2): 2 weeks, 1 day week, + 6 week block 6 Community Service Learning 15 days Possible Electives: PED3110 Teaching in Roman Catholic Separate Schools 3 PED3138 First Nations, Inuit and Métis Education: Historical Experiences PED3119 Integrating Technology in the Classroom 3 and Contemporary Perspectives 3 PED3124 Equity in Education: Theory and Practice 3 PED3139 Creating Healthy, Safe and Supportive Learning Environments 3 PED3129 Second Language Perspectives in Education 3 PED3144 Counselling Applications in Elementary School Contexts 3 PED3134 Social Justice and Global Education 3 PED3145 Kindergarten and the Early Years 3 PED3136 Holistic and Non-Traditional Approaches to Education 3 PED3148 Teaching Writing Across the Curriculum 3 XIII
University of Ottawa Intermediate/Senior French Second Language Program A one-semester course of 36 faculty instructional hours is equal to 3 credits; Colour Coding for Courses: FOUNDATIONS METHODS ELECTIVES PROFESSIONAL INQUIRY AND PRACTICUM FSL FALL WINTER Courses Credit Courses Credit PED 3142: Learning Theories and Practices in Inclusive PED 3141: Curriculum Planning, Assessment, and Evaluation Part I 3 3 Classrooms Part I PED 3153: The Context of Ontario Middle and Secondary Schools 3 Senior Teaching Option 1 or Senior Teaching Option 2 3 Year PED 3102: Schooling and Society 3 1 Sub-total units: 36 Intermediate Teaching Option 1 or Intermediate Teaching Option 2 3 PED 3138 3 PED 3788: Enseignement du FLS aux cycles – I 3 PED 1599: Connaissances et habiletés reliées au français écrit en 3 PED 3150: Becoming a Teacher Through Inquiry into Teaching 1.5 enseignement PED 3150: Becoming a Teacher Through Inquiry into Teaching 1.5 PED 3220: Practicum 1 6 1 day/week + 8 week block Community Service Learning 10 days PED 4142: Learning Theories and Practices in Inclusive Classrooms PED 4141: Curriculum Planning, Assessment, and Evaluation Part II 3 3 Part II PED 3155: Teaching Across the Intermediate/Senior Curriculum 3 Senior Teaching Option 1 or Senior Teaching Option 2 3 Year 2 Sub-total units: 33 Elective 2 (see list on second page) 3 Intermediate Teaching Option 1 or Intermediate Teaching Option 2 3 Elective 3 (see list on second page) 3 PED 4788: Enseignement du FLS aux cycles – I 3 PED 3151: Enacting collaborative Inquiry in Professional Practice 1.5 PED 3151: Enacting Collaborative Inquiry in Professional Practice 1.5 PED 4220 (Practicum 2): 2 weeks, 1 day week, + 6 week block 6 Community Service Learning 15 days Possible Electives: PED3110 Teaching in Roman Catholic Separate Schools 3 PED3138 First Nations, Inuit and Métis Education: Historical Experiences PED3119 Integrating Technology in the Classroom 3 and Contemporary Perspectives 3 PED3124 Equity in Education: Theory and Practice 3 PED3139 Creating Healthy, Safe and Supportive Learning Environments 3 PED3129 Second Language Perspectives in Education 3 PED3144 Counselling Applications in Elementary School Contexts 3 PED3134 Social Justice and Global Education 3 PED3145 Kindergarten and the Early Years 3 PED3136 Holistic and Non-Traditional Approaches to Education 3 PED3148 Teaching Writing Across the Curriculum 3 XIV
CONTACT PERSONS AT THE FACULTY OF EDUCATION Office of the Director Practicum Office Toll Free: 1-800-860-8577 LMX 332 1rd floor Fax: 613-562-5963 Telephone: 613-562-5800 ext. 4068 Telephone: 613-562-5800 ext. 4299 Academic Administrator Email: teached@uOttawa.ca practica@uOttawa.ca Rachelle Leblanc- St. Denis Director Coordination officer, Field Placement Services Academic Services Officer David Trumpower Chantal Legault Ellis Hayman Assistant Director Academic Assistant Tracy Crowe Practicum Assistant Anne Garneau Marie Beaulieu Administrative Assistant Stephanie McCann Academic Secretariat Join us on social media 1 floor st Ask questions, see what goes on during Questions or Concerns 145 Jean-Jacques Lussier St. the school year and interact with Please contact the Office of the Director. Ottawa, Ontario, K1N 6N5 students and professors. A series of Town Hall meetings have been arranged to engage teacher candidates facebook.com/uOttawaEducation on September 23, October 28, November Website: education.uOttawa.ca/en twitter.com/uOttawaEdu 18, January 27, February 17, March 23 E-mail: educprog@uOttawa.ca youtube.com/uOttawaEducation from 2:45-4:00 pm in LMX 477. Telephone: 613-562-5804 education.uOttawa.ca/flickr XV
Practicum Experiences: CSL and Practicum Guide May 16, 2019 Table of Contents Introduction and Overview����������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 2 Teacher Education Calendars 2019–2020�������������������������������������������������������������������������������������������������������������������������������������������������������������������� 3 Conceptual Framework: Teacher Education as developing “Communities of Inquiry” �������������������������������������������������������������������������������� 5 Teacher Education Program Learning Outcomes ����������������������������������������������������������������������������������������������������������������������������������������������������� 6 Collaborative Teaching and Learning Inquiry Model: Value of the Practicum Experience �������������������������������������������������������������������������� 7 Collaborative Teaching and Learning Inquiry Model����������������������������������������������������������������������������������������������������������������������������������������������� 8 Collaborative Teaching Process: Roles & Responsibilities��������������������������������������������������������������������������������������������������������������������������������������� 9 Placement Process�������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������10 Roles and Responsibilities������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������11 Associate Teachers�������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������11 Mentoring and Collaboration ���������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������11 Honorarium �������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������12 Teacher Candidates ����������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������12 Inquiry, Learning, and Collaboration Expectations ������������������������������������������������������������������������������������������������������������������������������������������������12 Police Record Check Reports ����������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������13 Workplace Training������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������13 Absences�������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������14 Workplace Safety and Insurance Board Form ���������������������������������������������������������������������������������������������������������������������������������������������������������14 Co-curricular Activities ����������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������14 Arrival and Departure Times ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������14 Unqualified Supply Teaching������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������15 Principals and Lead Associate Teachers����������������������������������������������������������������������������������������������������������������������������������������������������������������������15 Faculty Representative: PED 3150/3151 Professor ������������������������������������������������������������������������������������������������������������������������������������������������15 Expectations for Community Service Learning �������������������������������������������������������������������������������������������������������������������������������������������������������16 What does CSL entail? ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������16 What to expect at the beginning of CSL for Year 1?������������������������������������������������������������������������������������������������������������������������������������������������16 What are the expectations for Lead Associate Teachers and Principals in Year 1?���������������������������������������������������������������������������������������16 What are the expectations for Teacher Candidates for Year 1?���������������������������������������������������������������������������������������������������������������������������17 What are the expectations for Associate Teachers?������������������������������������������������������������������������������������������������������������������������������������������������17 What are some possible examples of CSL Projects?������������������������������������������������������������������������������������������������������������������������������������������������17 Expectations for Year 2 Community Service Learning�������������������������������������������������������������������������������������������������������������������������������������������17 Expectations for Practicum���������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������18 Year 1 Practicum Timeframe�������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������18 Year 2 Practicum Timeline������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������19 Assessment and Evaluation �������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������20 Assessment & Evaluation Checklist������������������������������������������������������������������������������������������������������������������������������������������������������������������������������20 Make-up Practicum Placements: Reasons for arranging a make-up practicum�������������������������������������������������������������������������������������������22 Withdrawal from CSL & Practicum: Professional Ethics������������������������������������������������������������������������������������������������������������������������������������������23 Forms (Available on Faculty Website) �������������������������������������������������������������������������������������������������������������������������������������������������������������������������23 Appendix 1: Practicum Evaluation Rubric������������������������������������������������������������������������������������������������������������������������������������������������������������������25 Appendix 2: Summary OCT Accreditation Guide����������������������������������������������������������������������������������������������������������������������������������������������������30 Appendix 3: Course Descriptions ���������������������������������������������������������������������������������������������������������������������������������������������������������������������������������40
Practicum Experiences: CSL and Practicum Guide May 16, 2019 Introduction and Overview Welcome to the Teacher Education program at the University of Ottawa. This guidebook is designed to provide teacher candidates, associate teachers, faculty representatives and school partners an overview of the practicum experience in our new extended program. We recognize that our program continues to be a work in progress and we welcome your insights and suggestions as we work through this year. We are committed to creating a teacher education program that reflects the best in teaching and learning and we certainly could not do this without your commitment, expertise and understanding in mentoring our teacher candidates. The strength of this partnership is reflected in the video about the value of Associate Teachers on our faculty web-site.1 We see the practicum experience as a developmental and collaborative process between the Teacher Candidate, the Associate Teacher, the Faculty Representative and the host school partners. Our practicum experiences reflect a clear and consistent link between theory and practice, consisting of two parts: Community Service Learning and Practicum. For 2019–2020: YEAR 1 Teacher Candidates • C ommunity service learning will consist of one day a week (Wednesdays) in schools from September 18 to November 27, 2019. • E valuated Practicum will consist of a three-week block from December 2 to 20, 2019, followed by one day a week (Wednesdays) from January to March, 2020 and a six-week block from March 23 to April 23, 2020. For the 2019–2020: YEAR 2 Teacher Candidates • E valuated Practicum will consist of an two-week block from September 1 to 13, 2019 followed by one day a week (Wednesdays) in September to November, a three-week block from December 2 to 20, 2019 and a three- week block from January 6 to 24, 2020. • V oluntary community service learning will consist of one-day a week (Wednesdays) from January 29 to April 1, 2020. A mandatory three-week CSL placement in a school or community setting will be completed from April 6 to 24, 2020. For liability purposes, when completing duties the Teacher Candidate must be supervised at all times by a member of the Ontario College of Teachers. The Teacher Education program is committed to the development of critically reflective professionals who develop a stance of inquiry as they: • Create, promote, and participate in communities of inquiry • Show commitment to student learning, engagement, and success • Continuously develop and enhance their professional knowledge along with knowledge of self as an educator • Continuously develop and enhance their professional practice through cycles of inquiry • Show commitment to ongoing professional learning and provide leadership in the community www.education.uottawa.ca/en/programs/undergraduate-studies/teacher-education/practicum-information 1 2
Practicum Experiences: CSL and Practicum Guide May 16, 2019 Teacher Education Calendars 2019–2020 Monday WK University Classes - Year 1 Sept. 2 1 ORIENTATION (September 3) & Class 1 (September 5) Sept. 9 2 Sept. 16 3 Wed. Sept. 18 - CSL Begins (Every Wednesday to December ) Sept. 23 4 CSL - September 25 Sept. 30 5 CSL - October 2 Oct. 7 6 CSL - October 9 Oct. 14 Thanksgiving Monday • READING WEEK Oct. 21 7 CSL - October 23 Oct. 28 8 CSL - October 30 Nov. 4 9 CSL - November 6 Nov. 11 10 CSL - November 13 Nov. 18 11 CSL - November 20 Nov. 25 12 CSL - November 27 Dec. 2 Practicum Dec. 9 Practicum Dec. 16 Practicum Dec. 23 Mid-Year Break Dec. 30 Mid-Year Break Jan. 6 1 Wed. Jan. 8 - Practicum (Every Wednesday to March 11) Jan. 13 2 Practicum Jan. 15 Jan. 20 3 Practicum Jan. 22 Jan. 27 4 Practicum Jan. 29 Feb. 3 5 Practicum Feb. 5 Feb. 10 6 Practicum Feb. 12 Feb. 17 7 Practicum Feb. 19 Feb. 24 8 Practicum Feb. 26 Mar. 2 9 Practicum March 4 Mar. 9 10 Practicum March 11 Mar. 16 March Break Mar. 23 Practicum Mar. 30 Practicum April 6 Practicum April 13 Practicum April 20 Practicum (ends Thursday, April 23 & Friday, April 24 - PED 3150) 3
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