Field Experience Guide

Skills & Competencies In Progress

• 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

Field Expectations

• develop a 2 -Week Planning & Responsibilities Overview (PRO) (p. 7) with input from mentor(s) outlining responsibilities during two-week experience, in collaboration with mentor(s). Share with field advisor (FA).
• act in a supporting role (as a beginning teacher) in the classroom and the wider school community.
• interact with and build relationships with students and staff.
• complete Learner Study (details in Canvas).
• document learning as a written reflection in Canvas.
  note strengths, stretches, and general reflections with evidence that represents emerging insights and understandings in relation to the learning outcomes (BCTC Standards) and formation of personal/professional competencies.
• arrange an introductory field visit with FA.

Skills & Competencies In Progress

• 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

Field Expectations

• 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.
• work alongside mentor(s) to co-plan a mini lesson for each school visit, 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).
• after each school visit, complete a written reflection in the Reflection in Action (RIA) document.

Skills & Competencies In Progress

• 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

Field Expectations

• develop a 6-week Planning & Responsibilities Overview (PRO) (p. 8) with input from mentor(s) outlining teaching responsibilities during six-week experience. Share with FA.
• plan, prepare and teach/co-teach a minimum of two units, each lasting 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 lesson observations with FA.
• schedule one Curation 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 unit overviews and daily lesson plans in advance and share these plans with their mentor(s) for feedback/ guidance prior to the lesson (48 hours, or as requested by mentor).
• candidates focusing on student learning, adaptive professionalism, and collaboration through several core anchor experience requirements of the BEd program.

Skills & Competencies In Progress

• 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

Field Expectations

• 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.
• present a Final Project and provide peer feedback

Learn more about our Community Field Experiences.

Skills & Competencies In Progress

• 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

Field Expectations

June to August (Start Up): 

• after contact information is sent to host schools by OSE:
  • candidates send introductory emails and resume to mentor(s) and administrator(s)
  • candidates are to organize a meeting with mentor(s) and administrator(s)
  • July/Aug: mentor(s) and candidate in communication, as needed
  • August: professional development days and/or classroom prep with mentor(s)
    August: re-orientation at UBCO

Early September (Phase In)

• support mentor(s) in their class and school.
• focus on getting to know students and developing class community.
• develop Planning and Responsibilities Overview (PRO) (p. 12) with input from mentor(s) outlining teaching responsibilities during field experience. 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

Late September to November (immersed – 70 to 100% teaching load)

• 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
• have formal observations by FA approximately every two weeks (minimum 4)
  document their own learning using the RIA
• will, in October, update and complete their RIA for Interim Assessment:
  Curation of Learning summary, growth goals, and next steps sections relative to each standard
• will, in October, have Interim Meeting to discuss Curation of Learning with mentor(s) and FA
• will host a candidate on Shadow Day (October)
• will, by November, complete Curation of Learning summary, growth goals, and next steps sections relative to each standard on RIA
• will have the Final Meeting with mentor(s) and FA

Early December (Phase Out)

• complete all assigned/agreed upon teaching, assessment and related tasks in the role
• complete an exit survey

Responsibilities

Mentor and Candidate

Co-planning:

• candidate works alongside mentor to co-plan lessons, with the goal to co-teach (see p. 6 for examples of co-teaching)
• mentor and candidate print an extra copy of assignments for each other

Co-teaching:

• mentor has candidate observe teaching and identify/discuss instructional techniques used
• candidate leads portions/parts of a lesson; mentor on the side to support, as needed
• gradual increase in length and release of responsibilities

Co-assessing:

• mentor shares samples of assessment used in classroom and provides assessment modelling as needed
• assess student work together; engage in standard setting and discuss the “why”
• discuss ways of organizing assessment data, and myEd

Feedback:

• candidate shares lesson/unit plans a minimum of 48 hours in advance for mentor feedback (verbal or written form)
• mentor and candidate debrief after lesson and mentor provides feedback (strengths and stretches)

Candidate

• learns routines and gradually takes over
• transitions into leading line when students leave classroom setting
• supports activity transitions
• learns and applies participatory strategies in use

Mentor

• reviews school/district policies with candidate (attendance, fire drill, earthquake, hold & secure, cell phones)
• provides candidate important information on students
• discusses how small groups are arranged
• provides information/resources on programs/approaches used in classroom (eg. The Daily Five, Loose Parts, UFLI, literature circles)
• shows candidate IEP(s) and explains layout
• reviews SBT format and explains how parent meetings are run
• mentor shares supervision schedule (candidates co-supervise)
• invites candidate to sit together at staff meetings and participate in professional development opportunities

Responsibilities

Mentor and Candidate

Co-planning:

• long range planning and timeline for teaching load
  discuss partnership expectations & boundaries (communication, arrival/departure times)
• co-create classroom rules/contract, classroom management plan and discipline philosophy

Co-teaching:

• mentor has candidate observe teaching and identify/discuss instructional techniques used
• candidate leads lesson; mentor on the side to support, as needed
• gradual increase in length and release of responsibilities
• co-facilitates parent-student-teacher conferences

Co-assessing:

• mentor shares samples of assessment used in classroom and provides assessment modelling as needed
• collaborate on IEPs, report cards, grade book
• discuss ways of organizing assessment data, and myEd

Feedback:

• candidate shares lesson/unit plans a minimum of 48 hours in advance for mentor feedback (verbal or written form)
• mentor and candidate debrief after lesson and mentor provides feedback (strengths and stretches)

Candidate

• learns routines and gradually takes over
• tries assessment techniques
• develops assessment (running records, rubrics, exit slips)
• attends staff meetings and STB, when appropriate
• participates in class review meetings

Mentor

• reviews school/district policies with candidate (attendance, fire drill, earthquake, hold & secure, cell phones)
• provides candidate important information on students
• discusses how small groups are arranged
• provides information/resources on programs/approaches used in classroom (eg. The Daily Five, Loose Parts, UFLI, literature circles)
• shows candidate IEP(s) and explains layout
• reviews SBT format and explains how parent meetings are run
• mentor shares supervision schedule (candidates co-supervise)
• invites candidate to sit together at staff meetings and participate in professional development opportunities

Opportunities

Candidate

• Participate in a club, intramural, or sports team
• Support school events such as winter concerts, student performances, family nights, craft nights, fundraising, Halloween etc.
• Help organize charity drives, book fairs, or food bank collections
• Observe or shadow learning support teachers, counsellors, or administrators
• Arrange mock TTOC experiences (plan for a TTOC)
• Actively search out “auxiliary experiences”
• Facilitate a lunch-and-learn or student choice workshop
• Practice family communication strategies, e.g. drafting classroom updates or responding to actual or mock parent emails (with mentor feedback)
• Co-develop school newsletters or contribute to school communications
• Design supplementary resources (e.g., review guides, anchor charts)

*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 provided below.

See “Learning Goals for Field Experiences” for examples associated with each Standard.

*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 provided below.

See “Learning Goals for Field Experiences” for examples associated with each Standard.

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.

Candidates 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 cannot attend any union-related meetings.

Mentors may occasionally step out of the class for short periods if both they and their candidates feel confident and ready. It’s important to note that candidates 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 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 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.