TAKE NOTE! - MCGILL UNIVERSITY

!
 TAKE NOTE!

 The following presentation was accurate at the
 time of creation.

 For the most up-to-date and accurate
 information,
 please visit the ISA (www.mcgill.ca/isa) website.

 In the event of a discrepancy between this
 presentation and a website, the latter shall
 prevail.

Welcome to your
 Pre-FE1 Presentation given by

 Orientation The ISA Team

 April 2022

Land
Acknowledgement
“McGill University is located on land which has
long served as a site of meeting and exchange
amongst Indigenous peoples, including the
Haudenosaunee and Anishinabeg nations. McGill
honours, recognizes and respects these nations as
the traditional stewards of the lands and waters
on which we meet today.”

Wording for ISA and QEP

ISA Internships and Student Affairs Office
CT Cooperating Teacher
SV Field Supervisor
FE Field Experience (FE1,FE2, FE3, FE4 )
CIP Competency Improvement Plan

QEP Québec Education Program
PCs 13 Professional Competencies
 from Ministry of Education

You are supported
 at McGill.

Meet t he ISA
Team

 Yasmine Zein Lara Franko Marie-Eve Couture

 Administrator Education Education
 and Interim Career Advisor Wellness
 Manager Advisor

 4

Meet t he ISA
Team

 Katherine
 Pat Beauregard Debra Taylor
 Spandidakis
 Administ rat ive & Administ rat ive &
 Student Recruitment
 Student Af f airs Student Af f airs
 Associate
 Coordinator Coordinator

 4

Meet t he ISA
Team

 Vanessa Guercio Gaby Ohayon Jenna Prigioniero

 Placement Placement Internships
 Coordinat or Coordinat or Administrator

 5

You are supported in
 the field.

Field
 Supervisor

 Teacher
 Candidate

Placement Cooperating
Coordinator Teacher

Role of the Teacher Candidate

● Your FE is a learning placement organized by McGill and you are there as a Teacher Candidate

● As a Teacher Candidate, you are a guest in your host school and a representative of McGill

 ○ Remember that you are a McGill student in an EXTERNAL organization; we cannot
 control what happens in the host school, beyond the recommended
 workload/assessment schedule

● Biggest opportunity is to collaborate with teachers, and see how they approach creating
 quality learning for students

● You are held to ethical standards (see Principles of Practice on ISA website), as well as those of
 the Quebec Professional Teaching Competencies

 11

Role of Co-operating Teacher (CT)

 ● Provides you with opportunities to observe and, according to the guidelines of
 the FE, develop teaching and learning situations

CT presence in classroom:
 ● You should never be left alone in the classroom, even for short periods of time

 Note: CTs are NOT selected by ISA (they are selected by school admin) and
 are not paired with a Teacher Candidate based on background, personality
 quiz, etc. We welcome your feedback, but remember that we have no
 control over the behaviour of your CT or other staff at your host school.

 12

Role of Field Supervisor

● A member of the mentoring triad to aid in your development as Teacher
 Candidates
● Wealth of knowledge and teaching experience
● Act as a liaison between McGill and the field
● Provide you with support in the form of periodic feedback and formal
 assessments
 ○ Weekly check-ins with students and CTs
● Beyond pedagogy, supervisors are there to support your overall growth as
 teachers

 13

Types of Supervision
 (During COVID-19 Period)
 MAY NOT APPLY DURING FE1

 SYNCHRONOUS ASYNCHRONOUS
 IN-PERSON REMOTE REMOTE
 Supervisor is present in Supervisor observes in Supervisor observes a
 the classroom real time via video recording via
 while you are teaching Webex or Zoom secure upload

IMPORTANT: Remote supervision requires consent for the Teacher Candidate, Cooperating Teacher, Field
Supervisor and, in some cases, Parents. Consent forms are available in the Student Teaching e-Handbook.

Role of Placement Coordinator

● Coordinate between school administrators and school boards to obtain and
 assign placements

● Point of contact for questions, concerns, connecting directly with McGill

● Ensure that McGill has an accurate record of placement/information to
 substantiate recommendations for the Brevet

● Best way to contact Placement Coordinators is by email:
 placements.education@mcgill.ca

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TEACHER CANDIDATE
 STANDARDS &
 GUIDELINES

Guidelines for
McGill Principles of professionalism in the
Practice, Behaviour program and in the field

and Ethical Conduct Students need to submit
 ISA’s Acknowledgement
 for Teacher Statement form to gain
 Candidates access to placement
 details (when available)

 mcgill.ca/isa/student/principles

Guiding Principles*

Given the essential role of professionalism in the field of teaching,
these apply to all aspects of the program including coursework and field experiences:

● Act with integrity
● Communicate with integrity
● Use social media and technology responsibly
● Demonstrate respect for equity and diversity
● Demonstrate respect for human dignity
● Demonstrate respect for confidentiality and privacy
● Demonstrate respect for the teaching profession
● Demonstrate respect for existing ethical codes and professional standards

* Replaces the Code of Conduct for Teacher Candidates

Student Rights
& Responsibilities

McGill places a great deal of importance on
honest work and the fair treatment of all
members of the University community. A Read more on the ISA website
solid understanding of everyone's rights
and responsibilities can ensure that all our
interactions are fair and respectful.

Commitment to Safe Spaces

ISA staff are committed to nurturing a space, at McGill and in the field, where Teacher Candidates,
Co-operating Teachers, Supervisors, ISA staff, and other relevant parties can all engage in the
exchange of ideas and dialogue, without fear of being made to feel unwelcome or unsafe on
account of their sex, sexual orientation, gender identity or expression, race/ethnicity, religion,
linguistic and cultural background, age, physical or mental ability, or any other aspect integral to
one's personhood and identity.

If you, for whatever reason, feel unwelcome, unsafe, or discriminated against during a student
teaching placement, please contact us.

Depending on the situation and person(s) involved, there are various internal and/or external
courses of action we can recommend or take.

PLACEMENTS
FE1 & FE1/2 Back-to-Back

ISA Office
 sends
 Teacher
 Candidates
 the link &
 important info
 Students
 Teacher have one
Candidate is week to fill
 notified of out the form
 placement (Takes a few
 minutes)
 Placement
 Process:
 Complex and
A placement
 Human-Driven Once the
 form is
is secured at
 closed,
a host school
 students can
based on this
 no longer fill
 information
 out the form
 Placement
 Coordinators
 process and
 organize the
 information
 received
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Introduction to First Field Experience (FE1)
● 2 weeks (Mon-Fri)
 ○ FE starts April 25
 ○ Prof. Seminar attendance is required for those registered. Check your PS dates!
● Orientation to school culture & community
● Participating in school activities and events
● Assisting with supervision duties within and outside the class
● Become familiar with classroom routines/activities and implement some of them
● Anything beyond (e.g. solo or co-teaching) is up to you and CT, and not expected or
 required!
● Good time to reflect on the fit and suitability of the teaching profession for you
 individually
● 1 Formal Assessment
 ○ Summative Assessment (jointly)
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FE1 & FE2 Back-to-Back
● FE1: 2 weeks (Mon-Fri)
 ○ FE starts April 25
 ○ Prof. Seminar attendance is required! Check your PS dates!
● FE2: 3 weeks (Mon-Fri)
 ○ FE starts May 9
 ○ Prof. Seminar attendance is required! Check your PS dates!
● Most students placed in the same school with the same CT for FE1 & FE2 back-to-back
 ○ Some exceptions:
 ■ FE2 alternative placements
 ■ Placements required to be at alternate levels (e.g. Music)
● Students who are doing BOTH FE1 & FE2 in the SPRING term at the SAME school for both
 placements need to follow the FE1 & FE2 Back-to-Back Workload and Assessment Schedule.
 https://www.mcgill.ca/isa/teaching/ehandbook/placements/fe12

 24

Introduction to Second Field Experience (FE2)

● 3 weeks (Mon-Fri)
 ○ FE2 starts May 9
 ○ Prof. Seminar attendance is required! Check your PS dates!
● Opportunities to work with small groups of students in formal and informal contexts
● Perform limited co-planning/co-teaching with their CT
● Participating in school activities and events
● Assisting with supervision duties within and outside the class
● 3 Formal Assessments
 ○ Formative Assessment 1 (separately)
 ○ Formative Assessment 2 (separately)
 ○ Summative Assessment (jointly)

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Competency
Improvement Plan (CIP)
● Provides support and strategies for when
 progress is below expected competency
 acquisition level
● Co-created to ensure your development
● Follow up within 1-2 weeks, depending on
 the nature of concerns
● Not a punitive measure

FE Progression

PLACEMENT FE1 FE2 FE3 FE4
 3 weeks (12 days) or
DURATION 4 weeks (20 days) 15 weeks (60 days) 7 weeks (35 days)
 2 weeks (10 days)

TIMING Late Fall (Nov-Dec) or
 Late Spring (Apr-May) Fall (Aug-Dec) Late Winter (Feb-Apr)
(TYPICALLY) Late Spring (Apr-May)

 In pairs (Fall 2020
MODEL In cohorts or pairs Solo Solo
 exception)
 Teaching (planning, Teaching (planning,
 Observation, with small
TASKS Observation implementation, and implementation, and
 group activities
 assessment) assessment)
 60-75% of full teaching 85-100% of full teaching
TARGET WORKLOAD workload (by end of the workload (by end of the
 Field Experience) Field Experience)

Judicial Record Verification
● Quebec’s Education Act, Section 261.0.2, grants public school boards and private schools the right to
 verify the judicial record of any person in regular contact with minor students, including Teacher
 Candidates.

● Each board or private school may have its own administrative procedures for judicial record
 verification and Teacher Candidates are responsible for informing themselves of and complying with
 these procedures.

● Teacher Candidates should submit a Declaration Concerning a Judicial Record ahead of EACH placement
 they do.

● Any McGill Teacher Candidate who fails to obtain the necessary security clearance will not be permitted
 to undertake their Field Experiences/Internships and, consequently, will be withdrawn from the program
 as these are a mandatory requirement.
 You can find more information about the
 Judicial Record Check on the ISA website

● Completed Student Teacher Profile

What to bring https://mcgill.ca/isa/teaching/ehandbook/st-resources
 ● Judicial Record Form (IMPORTANT – may be required in
on 1st Day advance)
 ● Notebook
 • Don’t plan on taking notes on a laptop or phone!*
 • Example observations/reflections: classroom
 management, activities, teacher presence,
 engagement…
 • May have specific directives from PS instructor
 • *OSD accommodations may apply

 ● Lunch

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Making the Most of FE
● Don’t expect perfection
 ○ Lesson planning, creating a rapport with students, and interacting with
 other teachers are all skills that are developed over time
 ○ Be patient, make an honest effort, and those around you will recognize
 your desire to improve
● Don’t make unrealistic comparisons
 ○ You will not have an identical experience to that of your peers; each
 student teacher, FE, school, and classroom/learning environment are
 different
 ○ Take these differences in stride and see them as the opportunity to grow
● Be open to new experiences
 ○ Each school is full of opportunities, clubs, teams and activities
 ○ Don’t be afraid to try something new or take initiative

Student Teaching
Policies

Such as:
 All policy information and
• Dress requirements
 details available in the Student
• Confidentiality Teaching e-Handbook
• Image & Video Use on the ISA website
• Attendance / Absences

Attendance & Absence

● B.Ed. students need to complete a minimum of 700 hours in the field in order to receive their
 teacher certification. Your Field Experiences are carefully scheduled with this in mind.

● Students must attend their host school for the full day (as stipulated by the school schedule,
 regardless of their CT’s schedule)

● Unexcused absences are not permitted; for excused absences (see below), the student must
 notify all parties (ISA, CT and Supervisor) as soon as possible.

● Excused absences – and whether they need to be made up – will be reviewed by the ISA office on
 a case-by-case basis; confirmation of the make-up plan may be rendered closer to the end of the
 FE, when the full context and total amount of missed days are better known.

Exams during FE1

● As per the ISA Office’s policy on exam conflicts during a Field Experience, if you have one or more
 exams scheduled during your FE1 and/or will be writing the EETC in April, please notify your
 Placement Coordinator with the names of the courses and the dates of their availability windows
 BEFORE your FE1 begins.

 ○ You will also be expected to notify your Cooperating Teacher and Field Supervisor of this
 planned absence once you have their contact (email) information or on the first day of your
 FE1.

● Each exam will only result in the maximum of one (1) day's absence from the field, no matter the
 length of the exam's availability window, and may result in no permitted absences if the exam's
 availability window is mostly during the weekend.

● As noted in the aforementioned policy, "Students do NOT need to make up any day(s) missed due
 to McGill exams.”

Respecting Confidentiality

● As a student teacher and a future educator, respect for confidentiality is a
 cornerstone of your professional and ethical conduct

● Remember that you are entrusted with the safety and instruction of vulnerable
 minors

● Pay attention to how you speak about your field experience, to whom, and where
● Posting information about your field experience on social media is not advised

● UNDER NO CIRCUMSTANCES SHOULD YOU ENGAGE WITH STUDENTS ON ANY
 FORM OF SOCIAL MEDIA
 ○ QPAT’s Social Media Recommendations for Teachers (link)

General Guidelines for Images/Video in Schools

● Currently, remote supervision allows for the recording of school activities but only for
 the purpose of assessment.

● You must obtain consent for any synchronous or asynchronous assessment. Plan
 ahead if this is applicable to you during FE1.

● Aside from assessment purposes only, you are NOT permitted to photograph or
 record (video or audio), children and youth with whom you work during a Field
 Experience - whether in learning environment settings or any other context.

“Professional” Attire

● Dress as you would for a job interview. ● If you are unsure about what to wear,
 ○ Confident. Comfortable. Professional. check:
 ○ Your host school's website to see if they
● Safer > Sorry have an official dress code/policy.
 ○ Don't let your clothes be something that ○ Your host school's website or social media
 your Supervisor, CT, for what teachers from that school might be
 students/teachers/parents, or the school wearing in posted photos.
 administration need to take note of (to you ○ With your Supervisor or Placement
 or to themselves). Coordinator.
 ○ Do not necessarily go by what your CT ○ With trusted (and honest) members of your
 wears/suggests personal support network.
 ○ Pinterest and blogs, for ideas and
 inspiration.
● Items NOT to wear: jeans, leggings,
 sweatpants, ripped pants, shorts, short
 dresses/skirts, baseball caps, hoodies, tank tops, or
 clothing that exposes excess skin.

ASSESSMENT &
 EVALUATION

Assessment Process

● Assessment starts as of minute one. Your professional demeanor and interactions
 with everyone at school are assessed.

● Supervisor and CT report back to the ISA using the assessment forms that ISA
 provides

● QC’s Ministry of Education has created Professional Competencies (PCs) for the
 teaching profession
● Evaluation forms used by your CT and McGill Field Supervisor are based on these PCs

● FEs do not have “final exams”
● FEs are graded Pass/Fail (more info available on the ISA website)

Summative
 ● Your final evaluation
 ● Determines if student will move on
 to FE2.
 ● Typically jointly completed by CT &
 SV
 ● Must be submitted to ISA upon
 completion

Types of FE1 Action Plan
Assessments ● To be used in FE2
 ● Student Teachers are encouraged to
(FE1) use their assessments/reports, and
 Professional Seminar self-
 assessments to inform the creation
 of their Action Plan. (The PS self-
 assessment does NOT need to be
 submitted to the CT or Supervisor.)

 39

Formative (2 total)
 ● Pre-observation: evaluation of your
 lesson plan prior to delivery
 ● Post-observation: evaluation of your
 active teaching
 ● For your development; for you to
 retain and track

Types of FE2 Action Plan
 Summative
Assessments ● Your final evaluation ● To be used in FE3
 ● Determines if student will move on ● Student Teachers are encouraged to
(FE2) to FE3. use their assessments/reports, and
 ● Typically jointly completed by CT & Professional Seminar self-
 SV assessments to inform the creation
 ● Must be submitted to ISA upon of their Action Plan. (The PS self-
 completion assessment does NOT need to be
 submitted to the CT or Supervisor.)

 40

PROFESSIONAL
COMPTENCIES

NEW Professional Competencies
• 2021 update of the Reference Framework for
 Professional Competencies for Teachers is now
 available online!
• Includes 13 new professional competencies
• New Framework is being integrated into the B.Ed.
 programs, including Field Experience assessments,
 beginning in Fall 2021 (pilot year)
• Introduces of levels of competency acquisition
 to ascertain the development of professional
 competencies throughout a teacher’s career,
 including during their teacher education

Evaluation of PCs in Assessments & Reports

● Evaluators provides indication of where you are
 in terms of demonstration of expected level
 of acquisition of each PC
 ■ Keeping the placement level in mind

● Detailed feedback should be provided for each
 competency area
 ■ Formative: Feedback on learning plan and active
 teaching
 ■ Reports: Commendations and areas for further
 development

Evaluation of PCs in Assessments & Reports

For PCs to be mostly mastered by the
end of teacher education (C1-6, 12):
○ Deficient: Not at all mastered;
 Consistently does not meet
 expectations
○ Emerging: Mastery is developing;
 Demonstrates expectations with
 some needed improvements
○ Proficient: Mostly mastered;
 demonstrates expectations
○ Exceeding: Fully mastered; Exceeds
 expectations

Evaluation of PCs in Assessments & Reports

For PCs to begin to acquire (C10, 11) or
partially master (C7-9, 13):
○ Yes or No
○ C9-11 only evaluated in Interim and
 Summative Reports

SUCCESS IN FE1

Success in FE1…
● Be punctual and responsible; you arrive ● As a member of the school/class
 when the teacher arrives, not the community, be courteous, respectful
 students; submit documents on time; and engaged
 respond to emails ASAP
 ● Stay on good terms and in touch with
● Leave your electronic devices safely your host school; this is a great
 stowed away; do not text, do not check opportunity to start networking in your
 your e-mail nor use your cell phone in field or get leads on part-time/summer
 the classroom jobs! Education is a small community in
 Montréal…
● Maintain an appropriate professional
 distance with students, your CT and
 other school staff

Tools for Success in FE1

 Reflection Ask Questions Be open, be flexible
 One of the most Now is your time to Incorporate feedback
important tools for new learn and make and suggestions from
 and experienced mistakes. mentors.
 teachers alike.
 Rely on your mentors Feedback is integral to
 Consider a different for support. your continued
 perspective on your improvement.
 lessons and methods.

 Will be expanded on in your Professional Seminar course!

 50

Avoiding & Handling Roadblocks

● Don’t allow small problems to turn into big ones

● If you do encounter a problem/issue:
 1. Refer to the Student Teaching e-Handbook

 2. Communicate with your CT and clarify the problem/issue/miscommunication

 3. Communicate with your Supervisor and ask for guidance about how to proceed

 4. If you cannot resolve the issue through these methods, communicate with your
 Placement Coordinator

NEW COVID-19
ADAPTATIONS &
 GUIDELINES

Government of Quebec
Guidelines for Schools  Quebec's Back-to-school plan
 (2021-2022)

Please review these sites carefully.  Coronavirus disease (COVID-19)
 They have the most recent in Québec
 information published by the
 Government of Quebec.
 Information is updated regularly.

Level 1:
 Vigilance (Green)

 Students are attending institutions
in-person (with some rare exceptions)
 on a full-time basis.
 Any school closures are on a case-by-case
 basis with any decisions made between the
 Ministry of Education, public health
 authorities and school boards.
 ! Please note that the ISA does not receive
 early notice of government decisions, and we
 respond to any announcements as they are
 made.

Government Orientations
 *SUBJECT TO CHANGE!!!* *MAY DIFFER BY SCHOOL/BOARD!!!*

 Procedural masks (classroom students)
 • Required in common areas, when circulating indoors and on school transportation.
 • NOT required in classrooms
 Procedural masks (staff/student teachers)
 • Required in accordance with CNESST guidelines:
 • recommended but not required if there is 2-metre physical distancing (indoors), 1-metre
 distancing (outdoors), and/or physical barrier

 Physical distancing guidelines
 • None for students
 • CNESST guidelines for staff/student teachers

 Confirm with host school if there any specific or additional measures they have implemented!

Retrieved August 16, 2021 from https://www.quebec.ca/en/education/back-to-school-2021

PPE Reimbursement

You are only eligible to request
reimbursement for PPE if the school is not
providing these to Teacher Candidates. Full reimbursement
 instructions available on
Reimbursement can only be provided if
original receipts/proof of payment is the ISA website
provided.

The maximum to be requested per Teacher
Candidate is $105 plus taxes (3 boxes of
$35 plus taxes).

Vaccination

The Quebec Ministry of Education's orientations of the
 2021-2022 back-to-school plan were established based
 on the current health situation and the ongoing
 vaccination rollout among the population. We therefore
 strongly encourage student teachers to get
 fully vaccinated against COVID before undertaking
 their in-school placement, to make sure we are all
 best protected against COVID and its variants.

Being vaccinated is not a requirement to do your student
 teaching and nobody (at McGill or at your host school)
 can require you to confirm whether or not you've been
 vaccinated, as this is private information. It is entirely
 your choice if you want to disclose your vaccination
 status.

COVID-Related Absences

 ● If you are showing flu-like symptoms, please call 1-877-644-4545 immediately and isolate
 yourself from others. Based on your symptoms and travel history, a health care professional
 will advise you on the best course of action.

 ● Based on the instructions received from Info-Santé, you may be required to self-isolate for a
 certain period and/or get tested.

 ● McGill students and employees should also consult the COVID-19 self-declaration form and
 procedures.

 ● Complete the Confirmation of Illness for Field Placements form and send to your
 Placement Coordinator.

 ● Follow all school and school board protocols as required.

Retrieved from https://www.mcgill.ca/isa/teaching/ehandbook/policy#ill

Quarantining During a Placement

 ● Provided the constraints of the term allow, additional time will be added to your current
 placement to provide you with as much time in schools as possible to develop as an effective
 teacher.

 ● Please note that the Quebec Ministry of Education requires a minimum of 700 hours
 of successful student teaching by the completion of a teacher education program (B.Ed. or
 MATL) in order to be recommended for the Brevet.

 ● If you have quarantined as a result of a positive test for COVID-19, schools may require you to
 present a negative test before re-entering the school.

 ● It is possible that a prolonged absence may result in a field placement having to be retaken at a
 later date.

Retrieved from https://www.mcgill.ca/isa/teaching/ehandbook/policy#ill

Wellness Resources

Need a One-on-One Appointment?
Education students can book one-on-one appointments with Marie-
Eve online via the ISA website: mcgill.ca/isa/wellness

Student Wellness Hub
For all additional programming that targets student wellness:
mcgill.ca/wellness-hub

A FINAL WORD…

We rely on your
 engagement and feedback!

● We only know if/what/when you tell us!
● Quality placements are important to ISA, the Faculty, and the overall profession
● If attempts to resolve individually prove unsuccessful, notify ISA immediately of any
 placement issues in the field
 ○ With CT and/or Supervisor
 ○ The sooner, the better!
● Share positive experiences too! 
 62

Q&A Session

Please direct all questions
via chat to the moderators.

Other questions?
placements.education@mcgill.ca

Thanks!
 Other questions?
placements.education@mcgill.ca

 64