Field Experience Guide

Resources and information about the Okanagan School of Education field experience program for mentors, administrators, candidates and interns.

Field Guide [PDF] Timeline for Candidate Field Experience
Timeline for Intern Field Experience Course Overview & Descriptions

Teaching Summary Development

Teacher candidates and interns are instructed to develop a teaching summary in conjunction with their mentor teacher. In consultation with their mentor teacher, candidates and interns are to:

  • Determine the lessons, lesson sequences and/or units that they will teach/co-teach
  • Note the dedicated class time in their week-at-a-glance schedule
  • Discuss their role in communicating student learning (assessment) and note relevant key dates and details
  • Note their prep time. Normally this is on the same days/times as their mentor
  • Note collaborative time and/or time for reviewing working drafts of their planning with their mentor

Teaching responsibilities by field experience:

Dates Skills & Competencies In Progress Field Expectations
November
weekly school visits
  • exploring Syilx ways of knowing
  • building understanding professionalism
  • deepening understanding of the importance of multiple perspectives
  • learning strategies to connect and foster relationships with students
  • building understanding of lesson design:
    • introduced to lesson plan template
    • introduced to assessment terminology (formative, summative, diagnostic)
  • developing understanding of the range of diversity in learners
  • developing reflection as habit of practice
 Candidates:
support mentor(s) in the class and in other places in the school. Focus is on getting to know students and developing class community.
become familiar with participation structures and management techniques used in the classroom.
regularly document learning through reflection (Canvas).
December
literacies & numeracies in action field
experience		 Candidates:

  • develop a Teaching, Goals, Responsibilities and Key Dates Overview with input from mentor(s) outlining teaching responsibilities during two-week experience, in collaboration with mentor(s). Share with field advisor (FA).
  • continue in the role of supporting (as a beginning teacher) in the classroom and the wider school community.
  • continue to interact with and build relationships with students and staff.
  • work alongside mentor(s) during the two-week field experience to co-plan three lessons, with the aim to co-teach portions of lessons with mentor support
  • lesson plans are to be prepared in advance of lesson delivery (48 hours, or as requested by mentor).
  • complete Learner Study (details in Canvas).
  • continue to document learning using Reflection in Action (RIA) document.
  • regularly document learning in RIA.
  • note strengths, stretches, and general reflections with evidence that represents emerging insights and understandings in relation to the learning outcomes (BCTC Standards) and their personal/professional competency formation.
  • schedule initial FA field visit.
Dates Skills & Competencies In Progress Field Expectations
Feb – Mar
collaborative field experience
  • applying Syilx ways of knowing
  • applying lesson planning
  • learning to unit plan (backward design)
  • learning to design for diversity
  • developing a deeper understanding of collaboration
  • building strategies for:
    • incorporating literacy across and within disciplines
    • teaching EAL/ELL
  • technology in teaching and learning (generative AI)
  • deepening understanding of the role of reflection and personal growth
 Candidates:

  • develop a Teaching, Goals, Responsibilities and Key Dates Overview with input from mentor(s) outlining teaching responsibilities during six-week experience, in collaboration with mentor(s). Share with field FA.
    plan, prepare and teach/co-teach a minimum of two lesson sequences/units, approximately two to four weeks in duration.
    continue to facilitate various routines/stand-alone lessons as directed by mentor(s).
    continue to document their own learning using the RIA document.
    schedule two formal observations with FA.
    schedule one summary of learning meeting with mentor(s) and FA.

This Collaborative Field Experience is about:

  • teaching responsibilities being determined by mentor(s) in collaboration with candidate and, if needed, the FA. Expectations will be differentiated based on readiness of candidate and opportunities available in each context.
  • candidates being required to prepare lesson sequence/unit overviews and daily lesson plans and share these plans with their mentor(s) for feedback/guidance prior to the lesson.
  • candidates focusing on student learning, adaptive professionalism, and collaboration through several core anchor experience requirements of the BEd program (see program overview).
Dates Skills & Competencies In Progress Field Expectations
May
community field experience
  • applying Syilx ways of knowing
  • exploring and applying land-based learning (interdisciplinary learning)
  • considerations for health/safety
  • building strategies for fine arts and PE
  • role of professional learning
 Candidates:

  • continue to develop scholar-practitioner
  • identity and pedagogical stance.
  • engage in inquiry and reflection as critical habits of practice.
  • engage in self-driven professional learning through the development of personalized inquiry questions that are explored in-depth.
  • continue to document their own learning through evidence-based reflection.
  • participate in a peer-feedback loop.
Dates Skills & Competencies In Progress Field Expectations
June-Aug

(start-up)

Interns begin final week of August
  • collaborating on Syilx ways of knowing
  • deepening understanding of various ways to teach and engage learners
  • deepening understanding of elements of learning experiences (know, do, understand)
  • deepening understanding of administrative components to teaching and learning
  • growing in use of technology in teaching and learning (STEAM)
  • building capacity in formative, summative, and diagnostic assessments
  • deepening appreciation of parent and community partners
 Interns:

  • late June: contact information sent to host schools by OSE.
    interns send introductory emails and resume to mentor(s) and administrator(s)
    interns are available to meet mentor(s) and administrator(s)
  • July/Aug: mentor(s) and intern in communication, as needed.
  • begin the week of Aug ________:
    • Aug ________: professional development days and/or classroom prep with mentor(s)
    • Aug ___: Intern re-orientation at UBCO
Early Sept

(phase-in)

Interns full time at host school

 Interns:

  • support mentor(s) in their class and school.
  • focus on getting to know students and developing class community.
  • develop Teaching, Goals, Responsibilities and Key Dates Overview  with input from mentor(s) outlining teaching responsibilities during internship, in collaboration with mentor(s). Share with FA.
  • document learning using Reflection in Action (RIA) document.
    note strengths, stretches, and general reflections with evidence that represent emerging insights and understandings in relation to the learning outcomes (BCTC Standards) and their personal/professional competency formation.
  • schedule initial FA field visit Sept ________.
Late Sept,
Oct, Nov(immersed)70-100% teaching load		 Interns:

  • gradually assume greater teaching/co-teaching responsibilities as determined with mentor(s), including planning, preparation of units, lessons, routines.
    assume a 70-100% teaching load by mid-Oct, determined in consultation with mentor(s) and FA.
  • has formal observations by FA approximately every two weeks (minimum 4).
  • document their own learning using the RIA.
    will, by Oct ___, update and complete their RIA for Interim Assessment:
    curation of learning summary, growth goals, and next steps sections relative to each standard.
  • will, during Oct ________, have Interim Meeting with mentor(s) and FA.
  • will host a candidate on Oct ___ Intern Shadow Day.
  • will, by Nov ________, complete curation of learning summary, growth goals, and next steps sections relative to each standard on RIA.
  • will, during _____________, have the Final Meeting with mentor(s)and FA.
Early Dec
(phase-out)		 Interns:

  • will, by Dec ___, complete all assigned/agreed upon teaching, assessment and related tasks in the role.
  • will complete an exit survey. #doit!

Ideas for Candidate/Intern Responsibilities

Elementary Scenarios

Middle/Secondary Scenarios

Suggestions de responsabilités pour les candidats et internes

Scénarios pour les écoles élémentaires

Scénarios pour les écoles intermédiaires et secondaires

Assessment & Evaluation Process

Roles & Responsibilities

Candidates and interns in the Okanagan School of Education develop the competencies reflected in the BC Teachers’ Council’s Professional Standards for BC Educators (2019) that can be found on www2.gov.bc.ca.

We have also developed examples of Learning Goals and Reflective Questions for each standard.

Field Experience Candidate Mentor Field Advisor
Two-Week Experience
(Dec)
  • documents their progress through reflection
  • provides ongoing feedback* to candidate
  • debriefs with candidate in Advisory meeting following the two-week field experience
Six-Week Experience
(Feb-March)
  • submits* teaching resources (lesson plans, unit plans, assessment tools, other teaching resources) to mentor(s) and FA
    documents ongoing progress in Reflection in Action**
    in consultation with mentor(s), schedules two classroom observations with FA
  • schedules Final Meeting with mentor(s) and FA to occur during week six
  • collaboratively discusses their progress along each competency with mentor(s) and FA during Final Meeting
  • ongoing feedback provided to candidate on regular basis***
  • reviews draft Summary Report; shares feedback and revisions with FA
  • collaboratively discusses candidate progress along each competency with FA and candidate during Final Meeting in week 6
  • conducts two classroom observations; debriefs with candidate following each observation and provides written summaries. Mentor(s) welcome.
  • prepares draft Summary Report and enters ratings**** for each competency. FA shares with mentor in advance of Final Meeting for feedback and revisions
  • collaboratively discusses candidate progress along each competency with mentor(s) and candidate during Final Meeting in week 6

*Submits all lesson plans, unit plans, assessment tools, and other teaching resources to mentor(s) at least 48 hours before they are to be implemented in class; submits to FA 48 hours prior to any classroom observation
**Submits updated copy of Reflection in Action to mentor(s) and FA at least 1 week prior to the Interim and Final Meetings
*** Constructive feedback is an essential aspect of formative learning throughout field experience partnerships. As mentors, it’s important to tailor feedback to meet the specific needs of our students. Some mentors prefer to debrief with their candidates after lessons, while others provide ongoing feedback through Google Docs or by writing comments directly on lesson/unit plans, assessment tools or other resources. There is no one-size-fits-all approach to providing feedback. To assist with this process, optional feedback templates on this page. See “Learning Goals for Field Experiences” for concrete examples associated with each Standard.
****Ratings are made using a 4-point scale: Not Yet Meeting (NYM), Emerging (E), Refining (R), Applying (A) expectations; E, R and A all represent passing marks

Internship Timeline Intern Mentor Field Advisor (FA)
Sept to Oct
  • meets with mentor(s) and FA in early Sept to discuss goals and expectations
  • submits* teaching resources (lesson plans, unit plans, assessment tools, other teaching resources) to mentor(s) and FA
  • documents ongoing progress in Reflection in Action**
    in consultation with mentor(s), schedules two classroom observations to occur prior to the Interim Meeting
    schedules Interim Meeting with mentor(s) and FA to occur mid-late Oct
  • meets with intern and FA in early Sept to discuss goals and expectations
  • ongoing feedback provided to intern on regular basis***
  • meets with intern and mentor(s) in early Sept to discuss goals & expectations
  • conducts two classroom observations; debriefs with candidate following each observation and provides written summaries. Mentor(s) welcome.
Mid to late Oct collaboratively discusses Interim Assessment with mentor(s) and FA during Interim Meeting collaboratively discusses Interim Assessment with intern and FA during Interim Meeting collaboratively discusses Interim Assessment with intern and mentor(s) during Interim Meeting
Nov to Dec
  • continues to submit* teaching resources (lesson plans, unit plans, assessment tools, other teaching resources) to mentor(s) and FA
  • continues to document ongoing progress in Reflection in Action**
  • in consultation with mentor(s), schedules two classroom observations with FA to occur prior to the Final Meeting
  • schedules Final Meeting with mentor(s) and FA to occur in late November to early December
 ongoing feedback provided to intern on regular basis*** conducts two classroom observations; debriefs with candidate following each observation and provides written summaries. Mentor(s) are welcome.
Late
Nov to early
Dec		 collaboratively discusses their progress along each competency with mentor(s) and FA during Final Meeting
  • reviews draft Final Report; shares feedback and revisions with FA
  • collaboratively discusses intern progress along each competency with FA and intern during Final Meeting
  • prepares draft Final Report and enters ratings**** for each competency. FA shares with mentor in advance of Final Meeting for feedback and revisions
  • collaboratively discusses Intern progress along each competency with intern and mentor(s) during Final Meeting

*Submits all lesson plans, unit plans, assessment tools, and other teaching resources to mentor(s) at least 48 hours before they are to be implemented in class; submits to FA 48 hours prior to any classroom observation
**Submits updated copy of Reflection in Action to mentor(s) and FA at least 1 week prior to the Interim and Final Meetings
*** Constructive feedback is an essential aspect of formative learning throughout field experience partnerships. As mentors, it’s important to tailor feedback to meet the specific needs of our students. Some mentors prefer to debrief with their candidates after lessons, while others provide ongoing feedback through Google Docs or by writing comments directly on lesson/unit plans, assessment tools or other resources. There is no one-size-fits-all approach to providing feedback. To assist with this process, optional feedback templates are available on this page. See “Learning Goals for Field Experiences” for concrete examples associated with each Standard.
****Ratings are made using a 4-point scale: Not Yet Meeting (NYM), Emerging (E), Refining (R), Applying (A) expectations; E, R and A all represent passing marks

Feedback Options for Mentors

“The goal of feedback is to improve the effectiveness of teaching and promote professional growth.” – Eric J. Feeney, Quality Feedback: The Essential Ingredient for Teacher Success

We believe that regular feedback is an “essential ingredient” for promoting learning. In our BEd program, we want to empower mentors to support and work with their candidates/interns in a way that best fits their practice and teaching context. As such, we are offering multiple ways for mentors to provide feedback.

Here are a few examples (not an exhaustive list) of mentor options for providing feedback to candidates/ interns:

  • ongoing conversations with candidate/intern (candidate/intern takes notes and uses these as a basis for reflection)
  • written observations/running records that are shared/discussed with candidate/intern
  • focused observations during lessons that are shared/discussed with candidate/intern
  • can be written in note form, directly on lesson plan, using an observation template, or in RIA
  • shared planning documents (e.g. Google Doc) accessed by candidate/intern where mentor posts comments/provides feedback

Mentor Feedback Templates

Optional: Mentors may choose to use the below templates to record feedback and general commentary.

Additional Information

Field advisors (FA) serve as key educators and mentors for you throughout your BEd program as you grapple with the complexities of teaching and learning. FAs strive to embody the attributes of scholar-practitioners, educators who understand the importance of discernment, care, relationality, community, professionalism, research, practice, equity, diversity, and inclusion. As you encounter new and familiar ideas throughout the program, our goal is to support you in reflecting deeply to develop a philosophical and pragmatic language that will serve as the foundation of your unique and ever evolving scholar-practitioner identity.

You should contact your field advisor whenever you are concerned with your mentor relationship, progress or have questions regarding expectations and assessment. If you have concerns, please do not hesitate to contact your field advisor. It is preferable to contact the advisor early when there is a concern.

We are here to support you!

Collaboration manifests in distinctive ways within each partnership context; examples include:

  • Collaborative lesson/unit planning: Collaborating on the planning of a lesson or unit involves sharing ideas and incorporating them equally. This process can be a joint effort between you and your mentor, where both parties contribute insights and expertise.
  • Co-teaching planned lessons: Co-teaching entails the joint implementation of a lesson that has been planned by either the mentor, yourself, or through collaborative efforts. In this approach, both you and your mentor actively participate in delivering the lesson, leveraging respective strengths and expertise.
  • Feedback-based planning: You share your lesson plans with your mentor and receive constructive feedback before facilitating the lesson. This allows for a valuable exchange of ideas and suggestions, and ensures that the your planning aligns with your mentor’s instructional goals.
  • Lesson observation and debriefing: You observe your mentor teaching a lesson and subsequently engage in a debriefing session. This collaborative discussion allows you and your mentor to reflect on the observed lesson, share observations, and discuss successful strategies/approaches used during instruction that you may add to your own teaching practice.

You are expected to work closely with your mentor to develop teaching plans and learning sequences/units. It is recommended that you share your plans with your mentor regularly. The timing for submitting your plans for review is at the discretion of your mentor. We recommend setting a schedule for the review of lesson plans, e.g., two days before instruction. Your teaching responsibilities will be based on your readiness to take on new challenges and responsibilities. While it is expected that you will teach within the responsibilities outlined, there is room for some discretion in assigning workload from your mentor and/or the field advisor. While it is understood that some preparation may be done at home, it is imperative that you are fully prepared for the following day before leaving school at the end of the day.

You are expected to work closely with your mentor to develop teaching plans and lesson sequences/units. It is recommended that you share your plans with your mentor regularly. The timing for submitting your plans for review is at the discretion of your mentor. We recommend setting a schedule for the review of lesson plans, e.g., two days before instruction. Your teaching responsibilities will be based on your readiness to take on new challenges and responsibilities. As each situation is unique, an exact percentage of teaching time is sometimes challenging to identify numerically. For example, in some collaboratively planned learning communities, the interns are 100% part of the planning and teaching teams; in other situations, there may be a portion of the day when some lessons are co-planned/taught and some lessons are planned/taught independently by the interns. To allow for flexibility in these unique situations, a guideline of 70-100% teaching load is appropriate for your certifying practicum. While it is understood that some preparation may be done at home, it is imperative that you are fully prepared for the following day before leaving school at the end of the day.

Candidates and interns are expected to attend all staff meetings, and school-based team meetings (at mentors’ discretion). They are expected to join their mentor(s) when they have supervision responsibilities, if applicable. They cannot supervise on their own and must remain with the mentor teacher. They may participate in or run clubs, or coach sports teams, if they are working with a supervising teacher.

Union Meetings
Candidates and interns cannot attend any union-related meetings.

Mentors may occasionally step out of the class for short periods if both of they and their candidates or intern feel confident and ready. It’s important to note that candidates and interns  can not be utilized as a Teacher Teaching on Call (TTOC) in their mentor’s absence. If there happens to be a TTOC present in the classroom, this can be a valuable opportunity for candidates and interns to assume a leadership role in teaching since you are familiar with the students and classroom routines. In such cases, the TTOC should remain in the classroom and can provide support as a co-teacher.

Candidates and interns are required to uphold the highest standards of punctuality and professional conduct. As a general guideline, they are expected to arrive at school at least thirty minutes before the start of the day and remain at school for a minimum of thirty minutes after the final bell.

It is important that they dress appropriately and present themselves professionally, recognizing that they are regarded as a junior member of the staff.

Roles
Candidates BEd students in Year 1 of the OSE program.
Field Advisors (FA) School of Education advisors support candidates and interns throughout the BEd program bridging course work with field experiences. In partnership with school districts, FAs also team with mentor teachers and administrators. FAs strive to embody the attributes of scholar-practitioners, educators who understand the importance of discernment, care, relationality, community, professionalism, research, practice, equity, diversity, and inclusion.
Interns BEd students in Year 2 (Sept.- Dec.) during their certifying practicum.
Mentor Teachers Experienced, accessible educators who are professional role models for candidates/interns. Mentors model solid pedagogical practices connecting the hows and whys of teaching, cultivate reflective thinking, and provide encouragement and feedback that help expand mentee learning.
ELL English Language Learners are students enrolled in B.C. schools who need additional English language development support in order to access the provincially prescribed curriculum and succeed in the academic environment.
IEP Individual Education Plans written for special education students are designed to describe programming modifications and/or adaptations and to indicate specific services provided.
RIA Reflection-In-Action document written by candidates/interns during their classroom field experiences to note strengths, stretches, and general reflections with evidence that represents emerging insights and understandings in relation to the nine BCTC Standards
SBT School-Based Teams are comprised of school-based personnel (i.e. principal, resources teacher, classroom teacher, counsellor) who have a formal role to play as a problem-solving unit to develop, coordinate and implement instructional and/or management support measures.
TTOC Teacher Teaching On-Call is a qualified educator teaching on a casual basis.