Field Experience Guide
In a children-centered sqəlxʷɬcawt (living with full responsibilities to tmxʷúlaxʷ and peoples to be) pedagogical web, teacher candidates find their positioning in the web, and kinship responsibilities, to connect the children to appreciative and sustaining relationships with each other and tmixʷ. Children are connected to tmxʷúlaxʷ—all living forces of creation bound together—continuously through the extended family system. In Local Syilx Knowledge, the child is in a nested system, where family, community, and tmxʷúlaxʷ surround and interweave to uphold a web of learning and protective systems (Cohen, 2010). In the formative stages of teacher candidacy and internship, the teacher candidate moves from a very beginning stage to becoming a more independent educator, with confidence and agency in all the British Columbia Teaching Standards. It takes a community to make this happen, and this Syilx-informed nested system inspires that notion.
Cohen, W. (B.) (2010). School failed coyote so fox made a new school: Indigenous Okanagan knowledge transforms educational pedagogy. PhD Thesis. https://circle.ubc.ca/handle/2429/30469
Program Scope and Sequence
Throughout the 11-month Bachelor of Education program, candidates are immersed in a variety of classroom-based learning on campus, as well as rich in-situ and experiential learning opportunities in the field, as they develop a scholar-practitioner identity and their pedagogical stance evolves.
Here, we highlight some of the core experiences:
- August: Two-week intensive orientation to Becoming a Scholar-Practitioner in the Okanagan: Indigenous Knowledge, Pedagogies and Perspectives
- September to December: Preparation for their initial three-week Formative Field Experience, includes courses on The Developing Learner, Assessment & Design for Learning, Comprehensive Health & Well-Being, and Integrating Literacy, Numeracy and Social Studies
- January to March: Further preparation for their Summative Field Experience includes courses on Integrating Arts, Sciences, and Educational Technology (including AI), English as an Additional Language Teaching & Learning, and creating Safe & Inclusive Classrooms
- Throughout the program: Teacher candidates are engaged in weekly Scholar-Practitioner Inquiry Labs (SPiLab) with their Field Advisors where connections between theory and practice are nurtured
- Learning from and with Syilx Elders, community members, researchers and local school district partners through presentations, workshops and special events, such as the Supporting Truth and Reconciliation Run (STARR)
Responsibilities and Opportunities
Responsibilities
Mentor and Candidate
Co-planning:
- teacher candidate works alongside mentor teacher(s) o co-plan a unit and its lessons, with the goal to co-teach (see next page for examples of co-teaching)
- mentor teacher(s) and teacher candidate print an extra copy of student assignments for each other
Co-teaching:
- mentor teacher(s) has teacher candidate observe teaching and identify/discuss instructional techniques used
- teacher candidate leads portions/parts of a lesson; mentor teacher(s) on the side to support, as needed
- gradual increase in length and release of responsibilities
Co-assessing:
- mentor teacher(s) shares samples of assessment used in classroom and provides assessment modelling as needed, especially formative assessment examples
- assess student work together; engage in standard setting and discuss the “why”
- discuss ways of organizing assessment data, and MyEdBC
Feedback:
- teacher candidate shares lesson/unit plans a minimum of 48 hours n advance for mentor teacher(s) feedback (verbal or written form)
- mentor teacher(s) and teacher candidate debrief after lesson is taught and mentor teacher(s) provides feedback (strengths and stretches)
Teacher Candidate
- learns routines and gradually takes over
- supports activity transitions
- learns and applies participatory strategies in use
- plans and conducts an inquiry of the learners in the class
Mentor Teacher(s)
- review(s) school/district policies with teacher candidate (attendance, fire drill, earthquake, hold & secure, cell phones)
- provide(s) teacher candidate with any important information about students
- discuss(es) how small groups are arranged
- provide(s) information/resources on programs/approaches used in classroom (eg. The Daily Five, Loose Parts, UFLI, literature circles)
- show(s) teacher candidate IEP(s) and explains layout
- review(s) SBT format and explains how parent meetings are run
- share(s) supervision schedule (teacher candidates co-supervise)
- invite(s) teacher candidate to sit together at staff meetings and participate in professional development opportunities
Opportunities
Elementary Examples
With input and support from your mentor teacher(s), teacher candidates can lead:
morning routine
- attendance
- agenda/planner checking
- PE warm-up
- read-alouds
- brain/movement breaks
- number Talk
- 1:1 work with students
- small groups of students
- centres, stations, etc.
- SEL activities (e.g. class meetings, check-ins)
- science or art demonstrations
Participate in:
- “snack” and hand washing
- classroom technology set-up and maintenance
- classroom set-up or clean-up
- creating bulletin board displays or student work organization
Middle and Secondary Examples
With input and support from your mentor teacher(s), teacher candidates can lead:
- announcements and attendance
- lesson introductory activity
- PE warm-up
- 1:1 work with students
- small groups of students
- centres, stations, etc.
- assessment for learning (e.g. exit tickets, thumbs-up/thumbs-down strategies)
science or art demonstrations
Participate in:
- a team, group or club activity
- classroom technology set-up and maintenance
- classroom set-up or clean-up
Responsibilities
Mentor Teacher(s) and Teacher 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 teacher(s) has(have) teacher candidate observe teaching and identify/discuss instructional techniques used
- teacher candidate leads lesson; mentor teacher(s) 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 MyEdBC
Feedback:
- teacher candidate shares lesson/unit plans a minimum of 48 hours in advance for mentor feedback (verbal or written form)
- mentor teacher(s) and teacher candidate debrief after lesson is taught and mentor teacher(s) provide(s) feedback (strengths and stretches)
Teacher Candidate
- learns routines and gradually takes over to 70-100% of mentor(s) teaching load
- practices applying a variety of assessment techniques
- develops assessment vehicles (running records, rubrics, exit slips)
- attends staff meetings and SBT, when appropriate
- participates in class review meetings
Mentor Teacher(s)
- review(s) school/district policies with teacher candidate (attendance, fire drill, earthquake, hold & secure, cell phones)
- provide(s) teacher candidate with important information on students
- discuss(es) how small groups are arranged
- provide(s) information/resources on programs/approaches used in classroom (eg. The Daily Five, Loose Parts, UFLI, literature circles)
- show(s) teacher candidate IEP(s) and explains layout
- review(s) SBT format and explains how parent meetings are run
mentor teacher(s) shares supervision schedule (teacher candidates co-supervise) - invite(s) teacher 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, seasonal themed dates,etc.
- help organize charity drives, book fairs, or food bank collections
- observe or shadow learning support teachers, school librarians, 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)
Assessment & Evaluation Process
Roles & Responsibilities
Teacher candidates 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.
| Timeline | Teacher Candidate | Mentor Teacher(s) | Field Advisor |
| School Visits |
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| Three-Week Experience |
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Assessment Expectations for Teacher Candidates include:
submitting all lesson plans, unit plans, assessment tools, and other teaching resources to mentor teacher(s) at least 48 hours before they are to be implemented in class
submitting lesson plans to FA 24 hours prior to any classroom observation
submitting updated copies of Curation of Learning to mentor teacher(s) and FA at least 1 week prior to the Final Meeting
Mentor Teacher Feedback Options:
Constructive feedback is an essential aspect of formative learning throughout field experience partnerships. As mentor teachers, it’s important to tailor feedback to meet the specific needs of our teacher candidates. Some mentor teachers prefer to debrief with their teacher 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.
| Timeline | Candidate | Mentor | Field Advisor (FA) |
| February /March School Visits |
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| April to June 13 week |
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Assessment Expectations for Teacher Candidates include:
submitting all lesson plans, unit plans, assessment tools, and other teaching resources to mentor teacher(s) at least 48 hours before they are to be implemented in class
submitting lesson plans to FA 24 hours prior to any classroom observation
submitting updated copies of Curation of Learning to mentor teacher(s) and FA at least 1 week prior to the Final Meeting
Mentor Teacher Feedback Options:
Constructive feedback is an essential aspect of formative learning throughout field experience partnerships. As a mentor teacher, it is important to tailor feedback to meet the specific needs of the teacher candidate. Some mentor teachers prefer to debrief with their teacher 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.
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 (candidate takes notes and uses these as a basis for reflection)
- written observations/running records that are shared/discussed with candidate
- focused observations during lessons that are shared/discussed with candidate
- 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 where mentor posts comments/provides feedback
Mentor Feedback Templates
Optional: Mentors may choose to use the below templates to record feedback and general commentary.
Please review Learning Goals and Reflective Questions for examples of each standard.
Additional Information
Candidates are expected to arrive at school school a minimum of 30 minutes prior to the start of the day and stay a minimum of 30 minutes after the bell. Although many candidates complete some of their preparation at home, we strongly encourage them to be fully prepared for the next day prior to leaving school at the end of the day.
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.
Teaching responsibilities are based on the teacher candidate’s readiness with room for discretion in workload assignment from mentor teacher(s) and/or FA.
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 they 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 must report absences to their mentor(s), administration, and OSE (absence form) prior to the start of the school day. Candidates need to provide their mentor teacher(s) with lesson plans and resources for any lessons they are scheduled to teach.
- If concerns arise during a field experience, an informal discussion involving the mentor(s), teacher candidate, and/or FA will occur.
- If the issue is not resolved and formal action is required, a Professional Practice Improvement Plan (PPIP) will be constructed by the FA identifying the steps/actions necessary for the teacher candidate to address, as well as supports available, in order to resolve the issue to everyone’s satisfaction. This PPIP will be implemented by the FA, in consultation with mentor teacher(s).
- If the issue is still not resolved, a Professional Assessment Report (PAR) outlining the actions and improvements necessary for the teacher candidate to address will be created by the FA and program director and implemented in consultation with mentor teacher(s).
- If progress is not noted by the time indicated on the PAR the field experience may be terminated by the Okanagan School of Education.
- In exceptional circumstances, a school partnership may be terminated without following this process.
Glossary
Bachelor of Education students in the Okanagan School of Education.
The Okanagan School of Education FAs support teacher candidates 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, as educators who understand the importance of discernment, care, relationality, community, professionalism, research, practice, equity, diversity and inclusion.
Experienced, accessible educators who are professional role models for candidates. Mentors model solid pedagogical practices connecting the hows and whys of teaching, cultivate reflective thinking, and provide encouragement and feedback that help expand the teacher candidates’ learning.