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• Schedule meetings with student teachers to discuss expectations, instructional responsibilities and their development
• Share resources and understandings of what, how, and why you teach
• Provide ongoing feedback, informally and in writing
• Liaise with faculty associates to discuss the extent and nature of the student teacher's growth

• ¶¡ÏãÔ°AV Tuition Fee Credits (transferrable, valued at approximately $800) - offered to school associates, in-school coordinators and administrators
• Advancing the teacher profession by helping develop new teachers
• Reflecting on your instructional practice by observing student teachers
• Engaging in dialogue around the latest educational theories, research and curriculum
• Building rapport and professional relationships with your future colleagues
• Attracting high-calibre new teachers to your school and district

Spring Semester: EDUC 401/402 (6 weeks)

EDUC 401/402 provides student teachers with a multitude of learning experiences in on-campus, classroom, school and community environments. These experiences are connected to educational theories and the investigation of best practices. 

This introductory in-school experience starts with student teachers observing the school community under the direction of a school associate. This is followed by a more intensive five-week classroom experience. As their skills develop, student teachers teach two half-days leading to two full, consecutive days, including 4 to 6 sequential lessons in a particular subject or as part of a themed unit.   

School associates are asked to engage in daily dialogue with their student teacher and provide ongoing feedback. You'll also conduct formal observations whenever the student teacher engages in classroom instruction.

Fall Semester: EDUC 405 (10 weeks)

• Observation Days: September 11-12, 2024; Certifying Practicum: September 23 - December 3, 2024

In the PDP's fourth and final semester, student teachers are placed with a school associate for a ten-week practicum. School associates and faculty associates work together to guide and assess the student teacher's growth and achievement of professional competence.

Example:

• Unit planning: Student teachers develop unit and lesson plans prior to the start of their practicum.
• Phase-in (2 weeks): Student teachers use this time to connect with students, staff and school administration. As they become more familiar with the school, they may begin co-teaching with their school associate(s) to prepare for the full-immersion phase.
• Full immersion (7–8 weeks): Student teachers teaching at the elementary level assume 80 per cent of instructional time during this phase. Student teachers teaching at the secondary level assume 75 per cent of instructional time during this phase.
• Phase-out (1 week): Student teachers gradually pass teaching responsibilities back to the school associate(s) as units of study are completed. Phase-out can also provide time for students to observe other classes and/or have alternate experiences within the school.

Please note: Timing for each 405 practicum phase is approximate to allow flexibility for the needs of the student teacher. Any changes in timing during the 405 practicum should be discussed in consultation with the supervising faculty associate.

Fall Semester: EDUC 403 (3 weeks)

• DATES: Classroom Experiences - Group A: October 7 - October 25, 2024 | Group B: October 28 - November 13, 2024

While PLP students have considerable experience, often in the K–12 educational system, EDUC 403 is their first formal school-based experience and is intended to prepare them for EDUC 405. 

The three-week in-school experience starts with student teachers observing classrooms under the direction of a school associate. When appropriate, the student teacher will start their teaching practice working with a small group before moving on to teach specific lessons to larger groups. As their skills develop, student teachers teach two half-days leading to two full, consecutive days, including 4 to 6 sequential lessons in a particular subject or as part of a themed unit.   

School associates are asked to engage in daily dialogue with the student teacher and provide ongoing feedback. You'll also conduct formal observations whenever the student teacher engages in classroom instruction.

Spring Semester: EDUC 405 (10 weeks)

In the PLP's fourth and final semester, student teachers are placed with a school associate for a 10-week practicum. School associates and faculty associates work together to guide and assess the student teacher's growth and achievement in professional competence.

Example: 

• Unit Planning: Student teachers develop unit and lesson plans prior to the start of their practicum.
• Phase-in (2 weeks): Student teachers use this time to connect with students, staff and school administration. As they become more familiar with the school, they may begin co-teaching with their school associate(s) to prepare for the full-immersion phase.
• Full immersion (7-8 weeks): Student teachers teaching at the elementary level assume 80 per cent of instructional time during this phase. Student teachers teaching at the secondary level assume 75 per cent of instructional time during this phase.
• Phase-out (1 week): Student teachers gradually pass teaching responsibilities back to the school associate(s) as units of study are completed. Phase-out can also provide time for students to observe other classes and/or have alternate experiences within the school.

Please note: Timing for each 405 practicum phase is approximate to allow flexibility for the needs of the student teacher. Any changes in timing during the 405 practicum should be discussed in consultation with the supervising faculty associate.