REFERENCE GUIDE PRACTICUM - Lakehead University · · 2014-06-17REFERENCE GUIDE PRACTICUM...

REFERENCE GUIDE

PRACTICUM 2014-2015

Native Language Instructors’ Program (NLIP)

Native Language Instructors’ Program

ᐊᓂᔑᓇᐯᒧᐎᐣ ᑭ ᐦ ᑭ ᓄᐦ ᐊᒪᑎᐎᑲ ᒥ ᐠ

Department of Aboriginal Education

Faculty of Education

2014-2015 Native Language Teacher’s Certification Practicum Guide

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Native Language Teacher’s Certification (NLTC)

_____________________________________________________________________

Practicum Guide

On-campus Summer Session:

Education 0190 Practicum



&

Practicum Experience for 20 Contact Days:

September through June

Prepared: May 2014

Native Language Teacher’s Certification (NLTC) Program is funded through the collaboration of the Aboriginal Affairs and Northern Development Canada and the Ontario Ministry of Education

Every effort has been made to ensure appropriate credits and acknowledgments for excerpts, citations or adaptations made in developing this handbook. An attempt will be made to make

corrections in future printings which are communicated to it.

Printed by Lakehead University Thunder Bay, ON


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TABLE OF CONTENTS

Forward……………………………………………………………………………………………….…..5

Acknowledgements…………………………………………………………………………...………....5

Introduction…………………………………………………………………………………….…..……..6

Purpose of the NLTC Practicum Guide…...……………………………………………………….…...7

Mission Statement………………………………………………………………………...……………..8

Dimensions of an Aboriginal Holistic Education Framework…………………………………….….9

The Medicine Wheel…………………………………………………………………………….……..13

The Seven Gifts of the Seven Grandfathers……………………………………………….………..15

Practicum Experience…………………………………………………………………………...……..17

Teacher Candidate Evaluation Framework……………………………………………….………….19

The Role of the NLTC Teacher Candidate………………………………………………………… ..32

Role of the Principal (or Designate)………………………………………………………….………..38

Role of the NLIP Coordinator………………………………………………………………………….39

Difficulties Encountered with the Practicum…………………………………………………...……..40

Practicum Appeals Procedure………………………………………………………………………...41

Incident Report Form…………………………………………………………………………………...43

Appendix A……………………………………………………………………………………….…….. 25

Appendix B…………………………………………………………………………………….………. .29

Appendix C……………………………………………………………………………….……………..30


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FORWARD

This handbook was prepared to assist all those who are involved in the student teaching component of the Native Language Instructor’s Program at Lakehead University. It provides information on practicum requirements, description of roles and responsibilities of Teacher Candidates, the supervision cycle and evaluation. This is an exciting time for Native language teacher education. We are faced with many challenges and initiatives in the maintenance and revitalization of our Native languages. “Language is the most vital expression of the people who speak it. A language expresses the uniqueness of the culture, reflects upon its spirituality, and embodies aspects of history, and philosophy...It is the principle means by which culture is gathered, shared and passed on to successive generations.” (Shirley D. Leon) With this statement in mind, the resurgence of interest in the retrieval of Native traditional teachings and values is considered important in Native education. We have been reminded by our First Nations people to start developing and implementing culturally-appropriate programs. We have this opportunity and support in fulfilling these aspirations. This handbook was revised to include the Medicine Wheel teachings and the Seven Gifts of the Seven Grandfathers of the Anishnaabe Nation. The teachings have been adapted and incorporated where applicable to fit the needs of the practicum. “ The Medicine Wheel is not limited as an expression of traditionality. Its application within indigenous support system is well documented as a source of interpretative balance, interpersonal renewal, and community aspiration all of which can do change over time.” (Webster 1992) It is with great pride and joy that we accomplished this much in our endeavors to prepare a Teacher Candidate handbook that includes a framework conceptualizing teaching and learning from the Native perspective.

ACKNOWLEDGMENTS We extend our thanks to the people who were involved in the initial work and design of this Teacher Candidate handbook. Thanks to the students and faculty who gave ideas and suggestions in its revision. Many people have contributed. It is not possible to acknowledge everyone, however, Gichi-miigwech to the Elders, spiritual leaders, Native teachings, and the Seven Gifts of the Seven Grandfathers at various conferences and ceremonies. We are kept reminded to acknowledge the source of these teachings, the Three Fires of the Anishnaabe Nation. Our gratitude also goes to the Dean, Chair, Faculty and Staff of the Faculty of Education who continually give us support, guidance and direction in our work.


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INTRODUCTION

Native Language Teacher’s Certification (NLTC) Requirements

All Teacher Candidates are required to complete the Ontario College of Teacher’s mandatory

practicum as part of the academic requirements for a Native Language Teacher’s Certification

from Lakehead University.

Student teaching is divided into two sections: 1) First, second and third year Teacher

Candidates are required to complete a minimum of four student teaching sessions each year

during the NLIP Summer School on campus. In addition, first year Teacher Candidates will

need to complete at least two observation sessions before they do their practicum. 2) A total of

40 contact days for NLTC practicum is required by the Ontario College of Teachers. 40 contact

days must be completed before a Teacher Candidate is accepted and registered to the third

year of NLTC. 40 contact days could be split into 20 contact days each for first year and

second year of NLTC. Any absences during each practicum sessions must be made up.

Before recommendation is made to the Ontario College of Teachers (OCT) for Native

Language teacher certification, any outstanding absences must be made up, without exception.

Student teaching practica are made with qualified Native Language Principals (or designates)

with a minimum of two years of successful teaching experience, and on the recommendation of

community education coordinators, directors and/or superintendents in recognition of their

abilities. Public and Catholic School Board Principals must be delivering the Ontario curriculum

and be members in good standing of the Ontario College of Teachers. Practicum location and

dates are the responsibility of the Teacher Candidate and must be completed as outlined in the

Ministry requirements. Practica must be served in approved settings as specified by the OCT

and not in special, atypical classrooms such as a learning assistance centre, online instruction,

visually impaired programs, individualized remediation programs, art gallery, public education

resource programs, or native friendship centres.

OCT and NLIP strongly recommend that all Teacher Candidates cover all divisions of grades within the Ontario Public, Catholic, and First Nations schools. Since it is almost impossible to cover the practicum for Senior (grades 11&12) division for Native Languages on campus, this must be included in the 40 contact days off campus practicum.

Again, Teacher Candidates are encouraged to arrange their practicum sessions within their communities and must inform the NLIP Coordinator of such arrangements. If you need assistance in finding a practicum from our department, please let us know at a reasonable time and date. It takes a while, especially for Public and Catholic Schools, to make it happen as they require extensive documentation including Police Background Checks from the Police.


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PURPOSE OF THE NLTC PRACTICUM GUIDE

This handbook contains guidelines for the conduct of practicum teaching. These guidelines are not legal regulations and may be altered from time to time by the Native Language Instructors’ Program as the need arises. The practicum is a vital part of teacher education. By means of this phase of work, the Teacher Candidate learns to relate his/her academic and professional knowledge to aspects of effective teaching. Practicum provides the opportunity for the Teacher Candidate to gain, by practical experience, some understanding of the ways in which children learn and the methods by which a teacher can promote learning. Practicum is a combination of observation and teaching experience during which Teacher Candidates have opportunities to examine their own teaching competencies in practical situations. The main aims of Teacher Candidate teaching are:

(a) the development of the Teacher Candidate’s potential as a teacher; (b) the development of the Teacher Candidate’s understanding of children and adolescents

and their behaviours (especially as applicable to learning); (c) the assessment of the Teacher Candidate’s suitability for the teaching profession; and (d) the preparation of the Teacher Candidate’s for further study of teaching and learning.

Successful completion of the prescribed Teacher Candidate teaching program is required for certification and graduation.


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MISSION STATEMENT The Mission of the Department of Aboriginal Education is to provide leadership and innovation in Aboriginal education and research, within the University, throughout the region, the province, and the nation. Internationally we will serve as a focal point for partnerships with Aboriginal Peoples. We are dedicated to the belief that the preparation of teachers grounded in their cultural and linguistic heritage provides a foundation for contributing to the development of Aboriginal learners and strengthening of Aboriginal communities. The entirety of these efforts will be influenced and shaped by the traditions, languages, values, and beliefs of Original peoples.


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DIMENSIONS OF AN ABORIGINAL HOLISTIC EDUCATION FRAMEWORK Working from the child as the focus of the Framework, the following descriptors are offered of the importance attached to the family, community, nation and society in the education of Aboriginal children.

Child The Framework places the child at the centre, and the outer concentric circles represent micro to macro societal spheres of influence from which we can draw and contribute to a successful and positive experience for the child in education. Aboriginal people want their children to succeed in the education that is provided to them, and want their children’s education to reflect their First Nations, Metis or Inuit heritage. This framework is documented in The Chief’s of Ontario’s Education Manifesto:

The First Nations child is the centre of the Nation...From the earliest times, First Nations ancestors have made the child the focus of life and well being of the family, the community and of the Nations. Countless speeches, resolutions and documents in recent history attest to the basic fact that the child-focused nature of First Nations lives today and is a value passed down to and currently maintained by First Nations. The starting point, the centre of the concentric circles that describe the organizational


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structure and philosophy of First Nations education, is the individual child, followed by the family, the clan, the community and the nation (Chiefs of Ontario, 2005).

The holistic process is framed within the Medicine Wheel teachings, which highlight the importance of education attending to the whole child: The Medicine Wheel, a teaching device that originated among the First Nations of the Plains, has gained broad acceptance as a means of maintaining awareness of the interrelatedness of all life while we deepen our understanding by focusing on segments of the whole. The vertical and horizontal axes of the Medicine Wheel reach out in the four directions to include all peoples and cultures and draw attention to the harmony that can be achieved when divergent elements are brought into balance within the circle of life. Applied to education, the Medicine Wheel illustrates the necessity of attending the physical, emotional, intellectual, and spiritual dimensions of learning and personal development (Castellano, Davis, LaHache, 2000, xiii)

Family Parents and families have the most immediate and powerful impact on their children. It is parents and families who transmit language and culture to the children, who care for the children, and who make important decisions for them until they become adults. The Indian Control of Indian Education Policy (1972, page) document states that the role for parents is to “reclaim our right to direct the education of our children,” and to be able to influence and provide direction for an “education based on Indian values adapted to modern living.” The policy document is as applicable today as it was when it was conceived 35 years ago. Education as a family affair is documented in the Metis Nation of Ontario program (Metis Nation of Ontario, Yr). Aboriginal families must to be involved, and have a voice, in the education of their children.

Enhancing the holistic perspective of education, First Nations have persistently emphasized the need for education systems that reflect and reinforce First Nations cultures and traditions ... To achieve that goal, family and community involvement in the education process is crucial. Children’s learning about their values and traditions is tied to the home and community environment (Kavanagh, cited in Chabot, 2005).

Aboriginal people continue to experience the negative effects of the residential schools, where parental modeling was absent for most of their formative years. Additionally, the deleterious effect of colonialism in nearly eradicating Aboriginal peoples’ languages, cultures and traditions has impacted the cultural teachings parents transmit, or do not transmit, to their children. Aboriginal peoples are at various stages of revitalizing the traditions and teachings of their ancestors and adapting them for contemporary times. Teachers will need to learn how to engage Aboriginal parents to become partners in the education of their children. They will need to learn how to elicit from parents what they need to know about how to work best with their children. They will need to learn to become cultural brokers between the requirements of education and parental concerns.

Community The next sphere of influence is the “Community,” where Aboriginal people are grouped loosely in urban centres, or more tightly, in First Nation Bands or reservations. There is a saying that states, “It takes a community to raise a child”, and this applies to all communities of Aboriginal


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peoples. Each community is unique and includes resources and expertise that can be tapped for the benefit of its members, and more specifically, for its children. There is no-one size fits all approach to working with Aboriginal communities. Where one community may choose to follow Christian traditions and spiritual values, another may maintain strong Indigenous traditions and spiritual values. These kinds of choices must be respected. Teachers need to be sensitive to the great diversity of Aboriginal peoples and communities:

Each community has slightly different needs, attributes, resources and people. Each First Nations will have to find what works best for its community and what works best with the educational partners they bring into the process (Hill, 2005).

Aboriginal communities have a right to make choices. The Indian Control of Indian Education Policy (1972), for example, is based on the two principles of local control and parental responsibility. The policy refers specifically to parents and communities. Teachers need to provide and deliver a culturally appropriate curriculum that reflects community values and traditions. Teachers need to creatively draw on the resources of the community to find culturally appropriate material to teach the skills and knowledge of the curriculum. They can tap into a variety of community and expertise to address students’ learning needs.

Nation Who champions Aboriginal education in the political realm? Integral to a culturally appropriate education is language, culture and identity, which are common refrains spoken by our leaders in a complex array of political realms. These include, for example, a) the Assembly of First Nations at the national level in Canada, which includes the First Nations Chiefs, b) The Chiefs of Ontario representing the Chiefs within the boundaries of the Province of Ontario, c) Treaty organizations, such as Grand Council Treaty Nov. 3, Nishnawbe-Aski Nation, Anishinabek Nation, and the Association of Iroquois and Allied Indians (AIAI), d) Tribal Councils within the larger Treaty areas, and e) Individual First Nations themselves. At an all Chiefs of Ontario Conference in 2006, the Chiefs passed a resolution to form the Anishinaabe, Mushkegowuk, Onkweheonwe languages commission of Ontario (AMO) to:

1. Conduct research to the preservation of the Anishinaabemowin, Omushkegomowin and Onkwehonweneha languages and to disseminate the results of such research.

2. Provide assistance in the revitalization, maintenance and protection of the Anishinaabemowin, Omushkegomowin and Ohkwehonweneha languages as living languages and as an everyday means of communication.

3. Educate and increase the communities’ understanding of the Anishinaabemowin, Omushkegomowin and Onkwehonweneha languages and their importance by offering courses, seminars, conferences and meetings, and by collecting and disseminating information on the topic.

4. Receive and maintain a fund or funds any to apply all or part thereof and the income there from for charitable purposes.

And further resolved that the implementation of AMO be celebrated and sanctioned in a manner consistent with the traditional practices of our Peoples at an appropriate date and time ... (Sweetgrass News, 2006). All this emphasis on the Aboriginal leadership under “Nations” illustrates that teachers must learn that their teaching contexts will be driven not only by the expectations of the provincial


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curriculum, by the Ontario College of Teachers guidelines for courses leading to AQs, but also by Aboriginal policies and directions established by Aboriginal leadership. The following statement by Deputy Grand Chief Goyce Kakegamic is an example of how Aboriginal leaders envision the child at the centre when determining directions for the future.

Education is one key to survival of any society. It is through education that a culture transmits its history, its language, its traditions and spiritual beliefs. Through formal and informal education a culture reaffirms its values and passes them from generation to generation... We have to be prepared to answer our grandchildren when they ask, “Where were you grandfather? Where were you grandmother? When my culture and education were being decided?” (Deputy Grand Chief Goyce Kakegamic, Nishnawbe-Aski National Education Conference Report, 1997, cited in Hill, 2005).

Effective teachers will keep the child at the Centre of teaching and learning, will reach to the larger concentric circles of influence as they implement all aspects of their role as a teacher. A foundational element of a high quality First Nations education system is the presence of teachers and educators who understand First Nations history, culture, intellectual traditions, and language. They must also comprehend First Nations relationships with the land and creation. (Anderson, Horton, Orwick 2005. p. 2).

Society

The state of education for Aboriginal people in Canada is a great concern. The following statistics and quote from the Assembly of First Nations (AFN, 2005) First Nations Education Action Plan are evidence that drastic measures need to be taken to improve this situation.

1. Canada’s Auditor General (2004) identified that it would take 28 years to close the current education gap between First Nation peoples living on reserve and the Canadian population as a whole. It was indicated that the time to close this gap had increased from an estimate of 23 years in 2000.

2. According to Aboriginal Affairs and Northern Development Canada in 2001-02, of the recorded students starting high school only 32 percent are graduating from Grades 12. This results in 68 percent of the school-aged population having less than a high school education. The results are similar for First Nation students attending provincial schools (Auditor General of Canada, 2004).

3. The First Nations population is burgeoning, young, diverse and mobile. Canada’s population is aging but the First Nations population is coming of age. Forty percent of Canada’s Registered Indian population is under the age of 19, while the same figure for the rest of Canada is only 25 percent.

...the promise of an education that delivers the skills to survive in a post-industrial global

economy while affirming the ethical and spiritual foundations of Aboriginal cultures is far from being fulfilled... It is clear that, without a major improvement in the effectiveness of education, the relative disadvantage of Aboriginal people could worsen. (Assembly of First Nations, Pre-Budget Submission, 2004)

Federal and Provincial governments and Aboriginal peoples are beginning to take this unacceptable situation very seriously, and are working on many fronts to take responsibility for providing a quality education to Aboriginal children. This education is their birthright as the


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original people of Canada and will not compromise their identity and heritage. The Federal government, through Aboriginal Affairs and Northern Development Canada, the Assembly of First Nations, the Ontario Ministry of Education, the Ontario Ministry of Training, Colleges and Universities, the Chiefs of Ontario, Treaty Organizations, Metis Nation of Ontario, and individual First Nations, are some of the spheres of influence in Society that are stepping up to the plate.

THE MEDICINE WHEEL The medicine wheel best illustrates the First Nations spiritual philosophy. The four directions of the medicine wheel are gifts given by the Creator. It is a circle of hope, healing, and it contains many stories and many teachings. The circle shape reminds First Nations people to be thankful to Mother Earth of all the gifts the land has to offer. Without these gifts life would be very difficult. The medicine wheel represents the four seasons, the four original races of humanity, and the four principles to live by. Working to create a balance is a personal journey. Each area requires attention, some more than others, and you must try not to focus too much in one area, or you may get out of balance. Working on maintaining a balanced wheel is a life long journey. The rounder your wheel is the better life is going for you and the better you fit in the Circle of Life. It teaches us that human beings have four aspects to their natures: the physical, the mental, the emotional, and the spiritual. Each of these areas must be developed equally in a healthy, well-balanced person through the use of our will power.


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The Medicine Wheel is used as a framework to describe the process in student teaching from a Native perspective. When used as a working tool, it provides a holistic approach in all aspects of personal and professional development in teacher education. The Medicine Wheel represents the meaning of the Four Sacred Directions and encompasses all of the teachings of the Anishnaabe people, so that we can live in harmony with all of the Creation. The Seven Gifts of the Seven Grandfathers will be part of the framework for the competency criteria for teacher education, which are presented as the Native traditional values. VISION: Gifts of the East entry point for the process of the student teaching- to grow and develop as a teacher and uniqueness through the Anishnabe teachings; my search for knowledge, which are my goals? what aspect of teaching do I want to improve? what are my learning needs and my students needs? KNOWLEDGE: Gifts of the South understanding the concepts of language acquisition; the nurturing we receive through interactions with the human, physical and spiritual environments; understanding ways in which children learn; sensitivity to the feelings of others. GROWTH: Gifts of the West a time to reflect on my experiences; what are my values and attitudes; what are my strengths and undeveloped areas; building on the ongoing evaluation of the lessons taught; my identity consisting of: Self-concept-what I think about myself and my potential as a teacher; Self-esteem-how I feel about myself and my ability to grow and develop; Self-awareness-looking within; my strengths and areas to improve; Self-determination-my ability to develop the four aspects of my nature, the spiritual, emotional, physical and mental-toward wholeness. WHOLENESS: Gifts of the North what goals have I accomplished? evaluating my own teaching experiences in practical situations; appropriate teaching activities I have selected to promote learning; having greater understanding of myself as a teacher; what new skills, new attitudes, and experiences have I acquired? recommendations and my own plans for improvement in my next journey around the Medicine Wheel.


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THE SEVEN GIFTS OF THE SEVEN GRANDFATHERS As student teaching is a vital part in teacher education, application of knowledge gained in your courses and opportunities to experience teaching will be rewarding as you take into account these teachings, the Seven Gifts of the Seven Grandfathers. Nbwaakaawin To cherish knowledge is to know WISDOM to take time to reflect on everything we experience; to acknowledge the opportunity of every lesson learned; consistently seek to extend knowledge and improve skills; striving for accomplishment of our vision and our goals; to know and practice the values and ethics of the teaching profession; to seek guidance from our Elders. Zaagidwin To know LOVE is to know peace. to know how to get along with others and work with people; to have the capacity for caring; to show kindness and cooperation; to apply values of acceptance and empowerment; demonstrate capacity to offer hope and effective support; develop classroom management skills; a desire for harmony and well-being in interpersonal relations. Mnaadendiwin To honour all of the Creation is to have RESPECT respect for others; to accept cross cultural differences; to have a strong sense of what is right; to maintain high standards of conduct; safeguard students dignity, individuality and rights; respect and integrity of oneself and others; form a meaningful relationship with colleagues, students, and others. Aakde’win BRAVERY is to face the foe with integrity. to have courage and face difficult situations; to acknowledge the ability to go deeper into self-awareness; to be strong and achieve completeness in our personal and professional development; to have self assurance; to identify professional development needs and undertake to meet them; demonstrate ability to take initiative; maintain self-awareness; manage personal needs, feelings and values; demonstrate awareness and understanding of our own attitudes and values in the learning process. Gwekwaadziwin HONESTY in facing a situation is to be brave. to have personal qualities in truthfulness, sincerity and fairness;


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to know how to manage confidential information; respect the inner workings and difficulties of a practicum/school setting; know how to apply an evaluation strategy; know how to communicate results of feedback appropriately. Dbadendizwin HUMILITY is to know yourself as a sacred part of creation. to be modest in our actions in the context of teaching; to have sensitivity towards others; to be respectful of our students’ preferred ways of doing things; to recognize yourself as a sacred and equal part of Creation; develop self-awareness on personal strengths and limitations; know that I have the capacity for growth and change; take initiative in self-development and self-evaluation; develop listening and observation skills; ability to develop appropriate teaching strategies respecting Native learning styles; ability to interpret non-verbal communication. Debwewin TRUTH is to know all of these things. to have a genuine interest in the teaching profession; to be loyal in our human relationships; the state or character of being true in relation to being, knowledge or speech; know and understand our students’ growth and development as it pertains to all the Seven Teachings of the Seven Grandfathers.


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PRACTICUM EXPERIENCE To successfully complete the NLTC program, a Teacher Candidate must complete 20 days of practicum in each of the four teaching Divisions (Primary, Junior, Intermediate and Senior). The following section outlines the procedures that are to be followed during the school year and over the Summer NLTC Program. All practica will be assessed using the following Teacher Candidate Evaluation Framework

All persons supervising Teacher Candidates on practicum must be in good standing with the Ontario College of Teachers.

School year: September-June As Required in the Native Language Teacher Certification Program 1. The teaching experience must be obtained in a setting approved by the Ontario College

of Teachers: (a) a school operated by a council of a band or an education authority where such

council or education authority is authorized by the Crown in right of Canada to provide education for Indians,

(b) a school operated by the Department of Indian and Northern Affairs, Canada, (c) a school operated by a board, or (d) another setting that satisfies the requirements of the Ontario College of Teachers.

2. The teaching experience must be certified by one of the following:

(a) the Ministry for successful teaching experience gained in a school operated by a council of a band or an education authority where such council or education authority is authorized by the Crown in right of Canada to provide education for Indians,

(b) an official of the Department of Indian and Northern Affairs, Canada for successful teaching experience in schools operated by that Department,

(c) a supervisory officer employed by a board of education for successful teaching experience in schools under the jurisdiction of that board, or

(d) an appropriate supervisory official for successful teaching experience outside Ontario.

3. A candidate for admission to each of the second and third sessions of the Native

Language Teacher Certification Program must complete successfully a minimum of twenty contact days of practical; experience in a teaching environment in order to fulfill the requirement of at least one year of successful teaching experience for entry to each of these courses.

4. The requirement of at least twenty contact days for admission to the second session

of the Native Language Teacher Certification Program may be waived for each transitional year providing that a candidate who is admitted to the second session under the “waiver clause” must complete a minimum of forty contact days of practical experience in a teaching environment before being admitted to the third session of the Native Language Teacher Certification Program.


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5. A Provisional Letter of Standing, issued for the successful completion of either the first or the second session of the Native Language Teacher Certification Program, that has expired, or is about to expire, may be renewed for a period of one year provided that the holder submits evidence to Ontario College of Teachers that she/he has an offer of a practicum for practical experience in:

(a) a school operated by a council of a band or an education authority where such

council or education authority is authorized by the Crown in rights of Canada to provide education for Indians,

(b) a school operated by the Department of Indian and Northern Affairs, Canada, (c) a school operated by a board, or (d) settings approved by the Ontario College of Teachers

6. The teaching experience must be completed according to the following Teacher

Candidate Evaluation Framework, and copies of all assessments must be returned to the NLIP Program Coordinator. After successful completion of 20 days of teaching experience, the Principal (or designate) should also return the Application to the Ontario College of Teachers form (see Appendix B) to the NLIP Coordinator.

7. The Principal (or Designate) is also responsible for providing copies of all documentation to the Teacher Candidate.

Summer NLTC Program: Summer As Required in the Native Language Teacher Certification Program Education 0190, 0290 and 0390 This series of courses deal with planning and implementation of Native as a Second Language (NSL). At each level, there are four parts: 1. Teacher Candidate Teaching During the month of July for NLIP summer session, on-campus, all Teacher Candidates are placed in a classroom for practice teaching to the children that are enrolled in the NSL program. The practicum sessions are usually 20-30 minutes in length. The Children’s NSL program runs 3 weeks in July from 8:15 to 12:30. There are four classes for this program: one for Cree Teacher Candidates, Western Ojibwe (local dialect), Western Ojibwe (Severn dialect), and Central/Eastern dialect. The children that are enrolled in this program are grouped together by age; 5-7, 8-10, 11-13, and 14-16. The Teacher Candidates must conduct four teaching sessions during the month of July, one session per age group. The first year Teacher Candidates are exempted from four student teaching sessions, instead they do three student teaching sessions and one observation. The first year Teacher Candidate observation session must be done in the first week of classes in July. It is recommended that the third year Teacher Candidates do their student teaching during the observation week for first year Teacher Candidates. The Principal of the NSL program plans all the student teaching sessions. The Principal works with the teacher candidates by reviewing the lesson plans, pre-conference, observing the practicing teacher, and post-conference to discuss the teacher’s performance for any improvements.


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2. Planning Session Teacher Candidates participate in the preparation of lesson plans, unit plans, and long range plans. The practicum planner also discusses the operations and functions of the school along with the ethical standards of professional teacher. These sessions are one hour in length during the last three weeks of classes. 3. Assembly In this half hour, once per week, Teacher Candidates meet together as a group for presentations pertaining to their professional life as a teacher. These lectures take place during the month of July and usually occur in the midweek and in the evening right after the classes. 4. Workshops These workshops take place during the first week in July before the classes begin. Each Teacher Candidate is required to participate as part of the ED 0190, ED 0290, and ED 0390 Practicum component and is part of the grade evaluation for that course. For example, past workshop topics included: Introduction to Writing Systems, Creative Birch Work, Classroom Management, Story Telling and the Uses of the Talking Circle, Teaching Techniques and Lesson Plans, Native Arts and Crafts, The Role of Traditional Teachings in the Home and School, Curriculum and the Medicine Wheel, Adapting Existing Materials, Music and Drama in the Classroom, Teaching NSL at the Secondary Level, Sounds and Songs of the Anishinaabeg, and other relevant topics that may be selected from year to year. More recently, workshop topics include: Intro to Practicum Planning, Library and Research Skills, Basic Computer Skills, Classroom Management, Assessment and Evaluation, OCT Presentation, Setting up the Classroom Environment for Literacy, Culturally Responsive Teaching and Learning, Outdoor Education in the Classroom, and Smart Boards – A Technical Introduction. 5. Video Observations Recognising the difficulties of arranging practica in the Senior Division, the NLTC Program has made arrangements for Teacher Candidates to work with videos of Senior Native Language classes. The observations of these classes, and associated work are set out in Appendix C. Instructors will certify successful completion of this course with the NLIP Coordinator.

Teacher Candidate Evaluation Framework

The Department of Aboriginal Education at Lakehead University wishes to acknowledge at the outset that this Framework draws heavily upon the Ontario Ministry of Education Occasional Teacher Evaluation: Provincial Framework and Evaluation Template.

1. Introduction

The purpose of this Framework and accompanying Evaluation Template (Appendix A) is to establish the core requirements for Teacher Candidate evaluation and to capture effective practices when conducting an evaluation.

The Framework is designed to support the ongoing professional growth of Teacher Candidates through dialogue and feedback with the principal (or itinerant teacher / consultant) on their


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teaching practice and to increase confidence in the quality of education offered by NLTC. It is the expectation of the Department of Aboriginal Education that the principal (or designate) is an Ontario certified teacher in good standing with the Ontario College of Teachers.

2. The Framework

The Framework is derived from the Ontario College of Teachers’ Standards of Practice for the Teaching Profession and, more specifically, the Ontario Ministry of Education’s Teacher Performance Appraisal (TPA). The performance expectations identified in the Framework are fewer and more generalized than the TPA competencies required of permanent contract teachers. This is in recognition of the circumstances and the continuum of development that Teacher Candidates are on.

NOTE: The Framework is not considered equivalent to a TPA and does not exempt a teacher from the requirements of TPA once in a permanent position where compliance with the TPA is required.

3. Performance Expectations

The seven performance expectation statements that form the basis of the Framework describe the skills, knowledge and attitudes that Teacher Candidates reflect in their practice. The observable indicators listed within each performance expectation are possible ways the Teacher Candidate could demonstrate the expectation; these indicators are not intended to be an exhaustive list and not all need to be demonstrated during the Teacher Candidate’s practicum (see Table 1). The principal may include other examples of how the expectation was or was not demonstrated in the comments section provided on the Evaluation Template (see Appendix A).

For each performance expectation the principal checks either “Meets Expectation” or “Development Needed” on the Evaluation Template. In addition, the principal may write comments or provide examples of how the expectation was, or was not, demonstrated.

NOTE: The observable indicators listed for each performance expectation (see Table 1) are possible ways the Teacher Candidate could demonstrate the expectation; these indicators are not intended to be an exhaustive list and do not all need to be demonstrated during the Teacher Candidate’s practica.


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Table 1. Performance Expectations and Possible Observable Indicators for the Evaluation

Performance Expectations Possible Observable Indicators

Creates a safe and inclusive learning environment

5. Follows appropriate legislation, local policies, and procedures with regard to Teacher Candidate safety and welfare

6. Ensures and models bias-free assessment

7. Values and promotes fairness and justice and adopts anti-discriminatory practices with respect to gender, sexual orientation, race, disability, age, religion, culture, or similar factors

8. Communicates information from a bias-free, multicultural perspective

Models and promotes positive and respectful Teacher Candidate interactions

Models and promotes the joy of learning

Effectively motivates Teacher Candidates to improve Teacher Candidate learning

Demonstrates a positive rapport with Teacher Candidates

Promotes polite and respectful Teacher Candidate interactions

Develops clear and achievable classroom expectations with the Teacher Candidates

Demonstrates effective classroom management strategies

Demonstrates care and respect for Teacher Candidates by maintaining positive interactions

Addresses inappropriate Teacher Candidate behaviour in a positive manner

Demonstrates knowledge of the Ontario curriculum

Exhibits an understanding of the Ontario curriculum when teaching

Presents accurate and up-to-date information

Demonstrates subject knowledge and related skills

Plans and implements meaningful learning experiences for all Teacher Candidates

Applies knowledge about how Teacher Candidates develop and learn physically, socially, and cognitively

Chooses pertinent resources for development of instruction

Organizes subject matter into meaningful units of study and lessons

Uses a clear and consistent format to plan and present instruction

Uses a variety of effective instructional strategies

Models and promotes effective communication skills


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Uses instructional time in a focused, purposeful way

Assists Teacher Candidates to develop and use ways to access and critically assess information

Uses available technology effectively

Differentiates instructional and assessment strategies based on Teacher Candidate needs, interests and learning profiles

Shapes instruction so that it is helpful to all Teacher Candidates, who learn in a variety of ways

Responds to learning exceptionalities and special needs by modifying assessment processes to ensure needs of special Teacher Candidates are met

Utilizes a variety of evidence–based assessment and evaluation strategies

Uses a variety of techniques to report Teacher Candidate progress

Engages in meaningful dialogue with Teacher Candidates to provide feedback during the teaching/learning process

Gathers accurate data on Teacher Candidate performance and keeps comprehensive records of Teacher Candidate achievement

Uses a variety of appropriate assessment and evaluation techniques

Uses ongoing reporting to keep both Teacher Candidates and parents informed and to chart Teacher Candidate progress

3. Meetings

The meetings in the evaluation process promote professional dialogue between the principal and the Teacher Candidate. Prior to the observation, the principal and Teacher Candidate meet to discuss an overview of the evaluation process and evidence that will be considered in the evaluation (e.g., classroom observation, planning records, and assessment and evaluation records). If there is more than one Teacher Candidate at the school who requires an evaluation, the principal may (with agreement) host one meeting with all such Teacher Candidates. The Teacher Candidate may request a one-on-one meeting with the principal in advance of the classroom observation to discuss items related to the evaluation that are specific to his or her evaluation.

Following the observation, the principal and the Teacher Candidate meet to debrief the observation, discuss the outcome of the evaluation and provide recommendations for professional growth.

4. Classroom Observation

The principal should observe the Teacher Candidate in his or her regular instructional setting at least once before both the formative and summative assessments. The timing of the observations is to be pre-determined by both parties. The date of the observation is recorded on the Evaluation Template.


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5. Outcome of Evaluation

The principal determines an evaluation outcome for the Teacher Candidate as a final consideration in completing the Evaluation Template. The principal uses his or her professional judgment in weighing the evidence in relation to the seven performance expectations detailed in Table 1 and deciding on an evaluation outcome of “Satisfactory” or “Unsatisfactory”. An evaluation of “Satisfactory” is required on the summative assessment to pass each practicum.

Additional practica can be arranged through discussions between the Teacher Candidate, Principal and NLIP Coordinator.

There are three possible grade designations that can be assigned at the end of each practicum: Teacher Candidates who do not have 80 successful days of practicum completed will automatically be graded as IP until all absences have been made up and documented. The NLIP Coordinator is responsible for ascertaining that all 80 days of practicum have been completed including days missed due to illness or accident.

P = Pass— Teacher Candidate will receive a ‘P’ for each practicum and, upon graduation, will be recommended to the Ontario College of Teachers for certification.

IP = In Progress — Teacher Candidate has not yet exhibited the degree of competence, independence and/or professionalism in teaching required for a Pass, but is eligible to apply for an additional practicum to resolve identified areas for further growth. The Teacher Candidate will not graduate or be recommended for certification until a Pass has been assigned on completion of the additional practicum.

Or

The Teacher Candidate is unable to complete a practicum and has provided appropriate, official medical documentation or a letter documenting extenuating circumstances (e.g., compassionate grounds) to the Coordinator.

A delayed practicum must be cleared within one academic year.

F = Fail — Teacher Candidate has not exhibited the expected competence, independence, and/or professionalism in teaching necessary to receive credit, and will not be recommended to Ontario College of Teachers for teacher certification.

Teacher Candidates who withdraw from, or whom are suspended or terminated in two practicum sessions, or for who all of the regular practica are unsuccessful will receive an F for the practicum component. An additional practicum will become necessary if two of the regular practica is unsuccessful.

6. Recommendations for Professional Growth

The principal makes recommendations to the Teacher Candidate on areas for professional growth. These recommendations may be used by the Teacher Candidate to reflect on his or her progress, and to develop goals for growth.


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7. Evaluation Template

An Evaluation Template (see Appendix A) is completed by the principal as a means to document the outcome of the evaluation. It may also be used by the Teacher Candidate to reflect on the feedback they received, and to identify opportunities for growth. The principal may provide comments on the overall rating of the Teacher Candidate in the section provided on the Evaluation Template. The Teacher Candidate may provide comments on the evaluation in the section provided on the Evaluation Template.

8. Scheduling Requirements

Teacher Candidates are to be observed twice in their 20-day practicum. The first evaluation should occur between 5 and 10 days of practice, and should be seen as a formative assessment designed to provide specific feedback aimed at improving practice. The second evaluation, towards the end of the practicum, is the summative assessment and forms the basis of the result that is submitted to the NLTC Coordinator.

The date of the classroom observation is pre-determined by both parties and recorded on the Evaluation Template. Factors to consider when determining the dates include what is reasonable given the Teacher Candidates experience, the opportunity for the Teacher Candidate to adjust to the teaching assignment, and the time required to complete the evaluation process.

The requirement for two formal observations should not be taken as meaning that the Teacher Candidate or principal cannot request other informal observations as a strategy for improving practice. Indeed, further observations that focus on specific areas of concern (to either the Teacher Candidate or principal) should be encouraged as necessary to help the Teacher Candidate improve their practice.

9. Documentation Requirements

The principal provides a copy of the completed Evaluation Template to the Teacher Candidate prior to the expiration of the Teacher Candidate’s practicum within that school. The Teacher Candidate signs the Evaluation Template to indicate receipt of the document. The principal provides a copy of the completed Evaluation Template to the NLIP Coordinator for retention in the Program’s records. The Coordinator is responsible for ensuring that each Teacher Candidate has successfully completed a teaching practicum in each of the four teaching Divisions, and those results are posted on the Teacher Candidate’s transcript


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Appendix A:

Teacher Candidate Evaluation

Formative Assessment

Teacher Candidate’s Name: Principal’s Name and OCT Membership Number:

Description of Teacher Candidate’s Assignment:

Name of School:

Practicum Dates (YYYY/MM/DD) Name of Authority/Band:

to

Meeting and Classroom Observation Dates:

Overview: Classroom Observation:

De-brief:

Formative Evaluation

Domains considered in the evaluations: Commitment to pupils and pupil, professional knowledge, and teaching practice

Performance Expectations Needs Development

Meets Expectations

Creates a safe and inclusive environment:

Models and promotes positive and respectful Teacher Candidate interactions:

Demonstrates effective classroom management strategies:

Demonstrates knowledge of the Ontario curriculum:

Plans and implements meaningful learning experiences for all Teacher Candidates:

Differentiates instructional and assessment strategies based on Teacher Candidate needs, interests, and learning profiles:

Utilizes a variety of evidence-based assessment and evaluation strategies:

Comments:


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Outcome of Evaluation and Next Steps

Satisfactory:

Unsatisfactory:

Using the Performance Expectations, outline your recommendations for continuing professional learning:

Additional Comments (optional):

Teacher Candidate Comments on the Evaluation (optional):

Signatures

Principal’s Signature Date

My signature indicates that this evaluation was conducted in accordance with the requirements of the NLTC Evaluation Framework

Teacher Candidate’s Signature Date

My signature indicates the receipt of this evaluation


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Teacher Candidate Evaluation

Summative Assessment

Teacher Candidate’s Name: Principal’s Name and OCT Membership Number:

Description of Teacher Candidate’s Assignment:

Name of School:

Practicum Dates (yyyy/mm/dd): Name of Authority/Band:

to

Meeting and Classroom Observation Dates (yyyy/mm/dd):

Overview: Classroom Observation:

De-brief:

Summative Evaluation

Domains considered in the evaluations: Commitment to pupils and pupil, professional knowledge, and teaching practice

Performance Expectations Needs Development

Meets Expectations

Creates a safe and inclusive environment:

Models and promotes positive and respectful Teacher Candidate interactions:

Demonstrates effective classroom management strategies:

Demonstrates knowledge of the Ontario curriculum:

Plans and implements meaningful learning experiences for all Teacher Candidates:

Differentiates instructional and assessment strategies based on Teacher Candidate needs, interests, and learning profiles:

Utilizes a variety of evidence-based assessment and evaluation strategies:

Comments:


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Outcome of Evaluation and Next Steps

Satisfactory:

Unsatisfactory:

Using the Performance Expectations, outline your recommendations for continuing professional learning:

Additional Comments (optional):

Teacher Candidate Comments on the Evaluation (optional):

Signatures

Principal’s Signature Date

My signature indicates that this evaluation was conducted in accordance with the requirements of the NLTC Evaluation Framework

Teacher Candidate’s Signature Date

My signature indicates the receipt of this evaluation


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Appendix B

Application to the Ontario College of Teachers

Candidate Name: Teacher Candidate #:

Address:

Contact Number: Postal Code:

I am applying for level three of the program:

1) I have successfully complete the first session, or equivalent* thereof; and

2) I am hereby submitting evidence of at least 20 contact days of successful teaching in Ontario certified by the appropriate supervisory official.

Statement of Successful Teaching Experience

This is to verify that has successfully completed the required

(minimum of 20 contact days) experience in teaching Native

Language as a second language during the 20 to 20 school year.

Signature of Supervisory Official* Date (yyyy-mm-dd)

Print or type name and position of Supervisory Official

Name of School Board of School Jurisdiction

*Note: 1. If application is through equivalent standing, please enclose verifying documentation,

unless equivalency was obtained through Lakehead University. 2. A Supervisory Official may be any one of those described under item 2 of the attached

policy paper.

Mail the original to Lakehead University and make a copy for your records


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Appendix C

NLTC Video Observation Protocol

There are three parts to using this video protocol:

1) A conversation with the Instructor as to what evidence you are looking for in each of the four areas in the Protocol (curriculum, instruction, assessment, and learning environment). This may include practical observations

2) Observation of the video. There are three things to remember here. The first is that we are not judging the teacher; we are observing their practice and learning from it. Second, we are only seeing one lesson, not the entire range of their practice. Third, you are looking for evidence to support any observation that you record. Feel free to make comments in the section over the page.

3) After the observation, the Instructor will lead the discussion into what we have learnt from the observation, and how that will impact on our own practices.

To practice the skills of observation, use the following scale:

0 = No evidence 1 = Minimal Evidence 2 = Partial but inconclusive evidence 3 = Partial evidence indicating that the area is covered 4 = Consistent evidence

Area Observation

0 1 2 3 4

Curriculum

Ontario curriculum is referenced

Rubrics and/ exemplars used to evaluate the work

Learning outcomes evident

Teacher has comprehensive subject knowledge

Teacher meets general/specific expectations

Instruction

Connections made to everyday life

A range of teaching strategies are evident

Instruction caters to a range of leaning styles

Group work is effective and appropriate

Appropriate uses manipulatives/technology


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Assessment

Assessment of, for, and as learning

Teacher checks for understanding

Teacher Candidates help to develop/understand learning outcomes

Links made to previous learning

Rubrics/exemplars clearly used

Learning Environment

Parents are integral to education

High expectations for both teacher and Teacher Candidates are evident

Routines are established and followed

Environment is managed to engage Teacher Candidates and support learning

Behaviour is managed appropriately

Comments

a. Curriculum:

b. Instruction:

c. Assessment:

d. Learning Environment:


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The Role of the NLTC Teacher Candidate NOTE 1: The Teacher Candidate is responsible for obtaining 20 Contact days for Teacher Candidate teaching practicums. NOTE 2: The 2nd and 3rd year Teacher Candidate must conduct a minimum of 4 Teacher Candidate teaching sessions on campus in July. 1st year Teacher Candidates will have 1 observation session and 3 practice teaching sessions on campus in July. All Teacher Candidates are expected to contact their community school, the principal of the local school, or the local education school board to make arrangements for Native Language 20 Contact Days for Teacher Candidate teaching practicums. Once the teaching practicum has been established the Teacher Candidate is expected to inform the NLIP office. For the summer school session in July, the principal plans the practicum, on campus, for all Teacher Candidates. The practicum is intended to provide an internship based on a continuum of professional growth over 20 Contact days of classroom experience.

The Teacher Candidates’ first week in the classroom should involve practicum assistance to the Principal, focused observations, and written reflections.

As a Teacher Candidates progress, they assume more responsibility, and begin to assume responsibility for increasing amounts of planning and teaching.

Teacher Candidates are supported electronically by the Aboriginal Programs Coordinator throughout the entire practicum on Desire to Learn.

As Teacher Candidate Candidates progress they will integrate language, culture, and tradition and ecological knowledge in the curriculum content where appropriate throughout the practicum experience.

All expenses incurred during “remote/isolated” practicum are the Teacher Candidates responsibility.

In order for Teacher Candidates to be recommended by the Dean of Education for certification to the Ontario College of Teachers in June, they must have successfully demonstrated professionalism, independence, and competence in both the academic and practicum components of the professional year program. According to the Ontario Education Act (1990), a Teacher Candidate has the same respon-sibilities to learners as a certified teacher. The general public’s expectations of people who work with children are high, and one never ceases to be a teacher anywhere in the community.

The Teacher Candidate will always maintain the following standards of professional conduct:

Teach using the principles of the Seven Teachings: a) Wisdom b) Love c) Respect d) Honesty e) Bravery f) Humility g) Truth


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Speak and act with conduct becoming a teacher. A professional must treat Teacher Candidates with respect and dignity, and deal judiciously with them, acknowledging always their rights and sensibilities. The Teacher Candidate will:

(a) Maintain a professional relationship with learners in their classes; (b) Be aware of human rights codes, as well as the harassment policies and physical

contact regulations of the school.

Acknowledge that the culture of teaching demands professional courtesy, self-reflection, and a compassionate and nurturing nature. The Teacher Candidate will:

(c) Maintain good order and discipline in the school; (d) Discuss discipline, strategies, and consequences with the Principal.

Hold the safety and security of Teacher Candidates in higher regard than their own rights and privileges. The Teacher Candidate will:

(e) Become familiar with school codes of learner behaviour; (f) Discuss strategies to be used with special needs learners.

Treat colleagues, Teacher Candidates, and parents with professional courtesy and consideration. The Teacher Candidate will:

(g) Avoid any physical discipline; (h) Refrain from verbal remarks that could be interpreted as defamation; (i) Maintain classroom routines and expectations.

Teaching is emotionally stressful and physically demanding. The Department of Aboriginal Education expects that Teacher Candidate will be able to do all of the following:

1. Cope with the emotional, intellectual, spiritual, and physical demands of the classroom. 2. Provide a safe, secure environment for children. 3. Remain professional in speech and behaviour throughout their times in the schools.

Abide by the Ontario College of Teachers’ Ethical Standards for the Teaching Profession and Standards of Practice when in schools, as well as by The Code of Teacher Candidate Behaviour and Disciplinary Procedures and the Faculty of Education’s Ethical and Professional Expectations and Responsibilities for Teacher Candidates.

Professionalism As professionals, Teacher Candidates are expected to be familiar with school policies, rules, and routines. Teacher Candidates are required to:

Arrive at the school in time to make adequate preparations.

Be available for discussions with Principals.

Dress appropriately by following the example set by other teachers at the school.

Demonstrate correct written and spoken First Language and other Official Language(s).

Model positive attitudes toward teaching and learning.

Exhibit tolerance and respect for others.

Maintain continuity in the program content and delivery.

Maintain professional relationships with school personnel and learners.


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Be aware of, and abide by, all policies regarding the maintenance of a safe working environment.

Maintain established classroom routines and expectations.

Become aware of and demonstrate the Ethical and Professional Expectations and Responsibilities of Lakehead University, Teacher Candidates, and the Ethical Standards of the Teaching Profession of the Ontario College of Teachers.

Document and act upon daily oral and written feedback provided by the Principal.

Communicate with the Coordinator as an appropriate support during practicum.

Become involved in the professional and extra-curricular activities which occur in the school during practicum.

Collect ongoing documentation of professional growth during teaching practicum (e.g., daybook, lesson plans, unit plans, reflections, written and verbal feedback from Principals and responses).

Planning

Teacher Candidates are required to have written lesson plans for all assigned lessons. These are to be shared with the Principal in advance of being taught, and may be Teacher Candidates are required to have written used by the Teacher Candidate for reference. The written plan for each formal lesson taught should be based on a backwards design planning model and include, in chronological order, the following:

Learning expectations;

Evaluation plan;

Procedures to be followed;

Culminating activities;

Accommodations or modifications; and,

Self-evaluation or follow-up steps, which form part of the lesson.

The plan format utilized can be one of those in the appendix, one used by the Principal, one

recommended by a professor, or one based on the backwards design model found in the

Ontario Ministry of Education Curriculum Unit Planner.

Attendance on Practicum

Attendance during the scheduled practicum is a requirement to ensure continuity of the

classroom program in the best interests of the Teacher Candidates. Time missed for serious

personal illness or unexpected, documented family emergencies, must be made up in full at the

end of the practicum in which the absence occurred.

Practica will not be interrupted for absences for personal commitments (e.g., weddings,

interviews, travel, coaching). It is imperative that continuity of the program be maintained in the

best interests of the Teacher Candidates in the class, and in the ongoing development of the

Teacher Candidate. Candidates who are unable to commit themselves fully to their arranged

practicum are to apply two weeks (10 business days) prior to the start of the scheduled

practicum to the NLIP Coordinator for a delayed practicum. Once an additional practicum has

been successfully completed and the Candidate has successfully completed 20 days of

practicum unencumbered, the grade will be changed accordingly.


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Absences of more than three consecutive days require that medical documentation be

provided to the NLIP Coordinator by the end of the practicum in which the absence(s) occurred.

All time missed should be made up at the end of the practicum in which the absence(s)

occurred. Principals will record days absent and days made up on the summative

assessment. If the school is closed as the result of an emergency or a Professional Activity

(PA) day, the Teacher Candidate will complete professional duties as directed by the

Principal at an assigned location.

If a Teacher Candidate is absent he/she will notify the Principal via the school office before

school begins for the day. Failure to do so may result in a withdrawal from the practicum.

Program Delivery

Despite differences at the beginning of the practica, all Teacher Candidates should be able to

do the following:

Draw pertinent information from curriculum documents.

Understand the ways in which curriculum documents are to be addressed in teaching.

Interact with learners in an affirming, professional manner.

Develop and organize a lesson plan and unit plans, with guidance and/or assistance.

Teacher Candidates maintain order and discipline by:

Exhibiting tolerance and respect for others.

Discussing discipline, strategies, and consequences with the Principal.

Discussing specific strategies to be used with learners who have identified special

needs.

Avoiding verbal remarks, which could be interpreted as defamation.

Refraining from the use of physical discipline.

Independence

All Teacher Candidates at the end of the four practica must have demonstrated independence

in their ability to all of the following:

Plan lessons and units that reflect curriculum expectations

Deliver lessons using a variety of strategies

Collect assessment data in a variety of ways

Evaluate and report on Teacher Candidate achievement of Ministry learning

expectations and learning skills with respect to strengths, areas for growth, and next

steps

Perform consistently at an acceptable level indicative of success for a novice teacher

entering the profession (consistent with the Teacher Candidate Assessment Rubric).


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Teacher Candidates are encouraged to do written reflections regularly and to invite and

document ideas for improvement suggested by the Principal. Teacher Candidates are required

to keep all documentation from the practicum (e.g., daybook, lesson plans, assessment data,

records of verbal and written Principal feedback). This documentation will be needed if there

are difficulties during or after a practicum has been completed/terminated. Cautions During Practicum A. Health and Safety Procedures Teacher Candidates on a regular practicum are covered for accidents and/or injury while on unpaid practica through the Ministry of Education (MOE). Teacher Candidates on practica not under jurisdiction of a school board must complete and return Work Safety Agreement Form to the NLIP Coordinator immediately upon arriving at the practicum to ensure appropriate insurance coverage.

Health and Safety Reminders

Follow health and safety procedures.

Become aware of, and abide by all safety protocols such as MSDS and WHMIS.

Do not assume responsibility for medical procedures, dispensing medication, or dealing with bodily fluids.

Follow school’s accident reporting procedures and report accidents and/or injuries immediately to the Principal and, the Coordinator.

Duty to Report Child in Need of Protection

This requirement is outlined in Section 72(1) of the Child and Family Services Act (1990).

A Teacher Candidate to whom a child reports abuse has a duty to report the matter to

Children’s Aid Society (CAS) or Dilico. After reporting, the Candidate must immediately report

the matter to the Principal and Principal. In such cases, the Teacher Candidate will write a

letter to the Principal of the school detailing his or her concern and quoting the child's words as

accurately as possible. The letter should be headed with a "CONFIDENTIAL" notice and copied

to the Teacher Candidate's Associate. The Teacher Candidate will ensure that the letter is

delivered to the Principal and that he/she signs and dates the Candidate's copy to verify

receipt. The Teacher Candidate should keep his/her verified copy of the letter for his/her own

files. While the primary responsibility for reporting the matter to the authorities remains with the

school, the Teacher Candidate should be the vehicle of that report. As in other Canadian

provinces, Teacher Candidates in Ontario under such circumstances have an obligation under

law to report directly to their local Children's Aid Society or Dilico. The Teacher Candidate

should brief the Coordinator regarding the situation as soon as possible.

Authority to Terminate Practicum

Teacher Candidates should be cautioned that the Principal of the receiving school is not

required to issue a letter of concern if he or she terminates the practicum for causes given in


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the Ontario Education Act (1990). At any time that the Principal of the school feels that the

safety of Teacher Candidates or the integrity of their learning program is being compromised by

the Teacher Candidate, the Principal may without recourse to a letter of concern terminate the

practicum. Such a termination is usually effected upon an Principal’s informing the Principal of

such a compromising situation.

Important Words Prior to Practicum

1. Have your original documents ready to present to the school: Police Background Check

(PCB) documentation and TB skin test documentation. Remember you will not be allowed

into the school if you do not have these available to present on the first day.

2. Talk, dress, and act professionally: do not encourage Teacher Candidates to call you by

your first name or a nickname; use correct language and avoid slang and (obviously)

swearing.

3. You can never be over prepared: you will always have detailed lesson plans and unit

plans. Always make sure you know at least as much as your brightest Teacher Candidate.

4. Be prepared to say, "That's a good question, but I'll have to get back to you with an

answer" or "I don't know, but I'll find out."

5. Do not let Teacher Candidates into your Facebook account: be friendly, but not a friend.

6. Every day, debrief with your Principal: communicate openly and honestly. Always be on

time for school—that’s at least 30 minutes before classes start.

7. Remember that you are a guest in somebody else's classroom, and act accordingly.

Maintain a close relationship with your Principal, and the NLIP Coordinator.

8. Got a problem with a teacher? Talk it out with that teacher before you even consider going

to an administrator. Ensure that you have sought the advice of the Coordinator.

9. Your Principal, as with other teachers on staff, will be interested in learning about new

instructional strategies, but don't impose these upon Teacher Candidates without consulting

your Associate first.

10. Don't be afraid to ask for help. Stay in touch with the NLIP Coordinator. Keep in mind that

your instructors and professors are also available for help.

11. Dialogue regularly with the Coordinator via Desire to Learn, email and fax.

13. Do not participate in staff room gossip about anyone (Teacher Candidates, teachers,

other Teacher Candidates). You may discuss your Teacher Candidates only with your

Principal(s). All discussions must be professional.

14. Teacher Federations caution Principals to maintain constant supervision of Teacher

Candidates. "The Principal must be in the class or just outside of the class where he/she can


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hear/see what is happening. This is both for the Principal's protection as well as that of the

Teacher Candidate". This is taken from OSSTF/FEESO Advice for Principals document.

15. Do not “Friend” Teacher Candidates on Facebook, give them your personal email, or

contact them using any social media means.

ROLE OF THE PRINCIPAL (OR DESIGNATE)

Principals are professional coaches/mentors. In interactions with Teacher Candidates, Principals are expected to do the following:

Apply methods and strategies of respectful approaches and problem solving techniques that address cultural and linguistic diversity in working with Aboriginal families and communities.

Encourage, guide, and provide a model.

Treat Teacher Candidates as reflective adult learners.

Guide and assist Teacher Candidates towards the independent development of lesson and unit plans.

Collaborate with the Teacher Candidates to develop a Learning Plan to guide the Candidate’s continued growth.

Request and review the Teacher Candidate’s written lesson plans before the lesson is taught.

Provide and document regular written and oral feedback, identifying areas of strength and areas to be refined or improved.

In collaboration with the NLIP Coordinator develop and issue a “Letter of Concern” for the Teacher Candidate to address serious shortcomings in professional mannerism, curricular knowledge, lesson planning, classroom management, and assessment and evaluation in particular (see http://education.lakeheadu.ca/?display=menu&mid=172). Should serious concerns be raised to the NLIP Coordinator, a “Letter of Concern” must be generated to ensure due process for the Teacher Candidate.

Ensure that Teacher Candidates are properly supervised, and that they are not used as supply teachers.

Regarding Interaction with the NLIP Coordinator, Principals should:

Establish and maintain contact with the NLIP Coordinator.

Contact the NLIP Coordinator immediately if concerns arise. Should these concerns be of a serious and compromising nature, the Principal should document these and be prepared to collaborate on a “Letter of Concern” (see below).

In collaboration with the NLIP Coordinator complete and submit a “Letter of Concern” (see online http://education.lakeheadu.ca/?display=menu&mid=172) to document persistent reoccurring concerns, which may jeopardize the Teacher Candidate’s chances for success. Teacher Candidates who have not received a Letter of Concern or other feedback about severe deficiencies during practicum may expect a successful summative report, unless the practicum is terminated by the Principal under the terms of the Education Act (1990)

http://education.lakeheadu.ca/?display=menu&mid=172

http://education.lakeheadu.ca/?display=menu&mid=172


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ROLE OF THE NLIP COORDINATOR The NLIP Coordinator perform a vital role in the practicum process by facilitating open communication among the Teacher Candidates, Principals, schools, and the Faculty of Education. The NLIP Coordinator is familiar with the policies and procedures of the Faculty and Department and will collaboratively implement the published protocols. Interaction with Teacher Candidates The NLIP Coordinator will:

Maintain regular contact with Teacher Candidate and Principals via Desire to Learn, phone, email, fax, and other appropriate technologies.

Demonstrate a thorough understanding of the needs of language learners.

Provide information and ongoing support for Teacher Candidates.

Maintain files of communications such as “Letters of Concern,” formative and summative evaluations, and notes on any meetings held with Teacher Candidates and/or Principals.

Meet with Teacher Candidates who experience difficulties on their first practicum.

Recommend Teacher Candidates to the Ontario College of Teachers

File with the Department of Aboriginal Education a summary report of any hearing/meeting resulting in a terminated practicum.

Interaction with Schools The NLIP Coordinator will:

Visit, or contact, schools upon request of the Teacher Candidate or Principal.

Work closely with Teacher Candidates and Principals to resolve difficulties or concerns during the course of the practicum.

Ensure that the Principal is using the appropriate evaluation materials, and will provide translations where needed.

Have a personal dialogue with the Principal and the Teacher Candidate when the formative assessment indicates unsatisfactory performance in key areas.

Generate a “Letter of Concern” in collaboration with the Principal for the Teacher Candidate’s file as soon as a Principal expresses his/her concerns regarding the Teacher Candidate. The Teacher Candidate and Principal will receive a copy.

Record a passing grade (P) only after receiving the summative evaluation.

Interaction with Faculty The NLIP Coordinator will:

Represent the Teacher Candidate and Faculty if a Principal has a concern.

Support methods and strategies of respectful approaches and problem solving techniques that address that address cultural and linguistic diversity in working with Aboriginal Families and communities.

Build understanding and access support networks available to Teacher Candidates.

Save copies of formative and summative evaluations, written feedback, and attendance documents provided for each Teacher Candidate.


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Forward an electronic copy of summative evaluation forms to the Department of Aboriginal Education at the end of the each practicum for filing. Any related emails plus written feedback, and attendance documentation for such Teacher Candidate must also be filed.

Track each Teacher Candidate’s 80 days of practicum attendance.

Provide documentation of make-up days (dates) for the Teacher Candidate’s file (whether the documentation be fax, email, doctor’s note, or summative report). Also notify the appropriate Principal to ensure that days missed are made up.

Assess and assign a Pass, Fail, or Incomplete (INC) grade for each practicum taking into account the documentation provided by and the recommendations of the Principal.

Provide a cumulative report of the Teacher Candidate’s practicum experiences for use by the Practicum Review Committee (PRC) if a Candidate registers an appeal of their final grade. Routinely attend such meetings and activities that the Chair of Aboriginal Education deems vital to the Coordinator’s role and execution of professional responsibilities. Such meetings may include monthly seminars intended to facilitate planning and policy implementation, and to the Coordinator the necessary professional development to keep them up to date with pertinent faculty, board and Ministry initiatives and education issues.

DIFFICULTIES ENCOUNTERED ON THE PRACTICUM Difficulties arising at the student teaching practicum may be resolved at any of the following intervention points:

1. Principal / Teacher Candidate. The Principal concerned about a Teacher Candidate’s development provides the Teacher Candidate with regular written documentation of the areas of concern, and sets reasonable, achievable goals and timelines for improvement.

2. Principal / Teacher Candidate / NLIP Coordinator. If the difficulty or area of concern remains unresolved, the NLIP Coordinator, in collaboration with the Principal, shall provide a “Letter of Concern” to the Teacher Candidate. The NLIP Coordinator will ensure that the Teacher Candidate clearly understands the following:

The concerns;

The actions and supports required/available to resolve the concerns;

The timelines specified; and,

The future steps to follow. The NLIP Coordinator should make the Principal aware of difficulties, which might impact upon the successful completion of the practicum. The Coordinator is required to records of all communications and documents all decisions that are made.

3. Termination under the Education Act (1990): at any time that the Principal of the

school feels that the safety of students or the integrity of their learning program is being compromised by the Teacher Candidate, the Principal may without recourse to a letter of concern terminate the practicum. Such a termination is usually effected upon an Principal’s informing the Principal of such a compromising situation. The school Principal or the Principal, as well as the Teacher Candidate, will provide a written


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account of the termination to the NLIP Coordinator. The NLIP Coordinator is expected to collect this information to be kept in the student file.

Practicum Appeals Procedure Lakehead University is committed to treating all members of its community in a fair and equitable manner. The Senate Policy Regarding Academic Appeals is intended to ensure that students are treated fairly with regard to academic appeals. Specifically, the policy provides students with a means of addressing their concerns about final course marks and other academic decisions. Teacher Candidates are expected to make reasonable efforts to resolve issues beginning with the individuals making the decisions. Nothing in the policy shall relieve students of their obligation to review and understand any and all regulations, requirements, and standards that may apply to their course of study, or to all students at Lakehead University. Accordingly, appeals filed under this policy may be dismissed by the Senate Academic Appeals Committee (SAAC) without hearing if the decision under appeal is consistent with the relevant published regulations, requirements, or standards. The first step to resolving practicum issues, upon completion of the practicum, is with the NLIP Coordinator. If the issue of successful completion remains unresolved, the Teacher Candidate may seek a meeting with the Practicum Review Committee, composed of the Chair of Aboriginal Education, Undergraduate Studies, a faculty member appointed by the Chair of Aboriginal Education, and the NLIP Coordinator. The final decision will be made based upon input from the Teacher Candidate and the NLIP Coordinator. Following a failure to determine a solution with the Practicum Review Committee an appeal may be filed under the Senate Appeals Policy. Please note that the appeal may be dismissed by the Senate Academic Appeals Committee (SAAC) without hearing, if the decision under appeal is consistent with the relevant published regulations, requirements, or standards.

THE FIRST SECTION OF THE DOCUMENT SENATE POLICY REGARDING ACADEMIC APPEALS DESCRIBES THE INITIAL STAGES OF THE APPEAL THAT CAN BE FOLLOWED BY A TEACHER CANDIDATE IN HIS/HER

OWN FACULTY. THE SECOND SECTION DETAILS THE PROCEDURES AND GUIDELINES FOR CONDUCTING SENATE ACADEMIC COMMITTEE APPEALS. YOU MAY ACCESS THE FULL DOCUMENT

ENTITLED SENATE POLICY REGARDING ACADEMIC APPEALS AT THIS LINK. PLEASE NOTE THAT MANY PARTS OF THE ENTIRE PROCESS HAVE TIME-SENSITIVE DEADLINES. ONCE YOU MAKE A DECISION TO

APPEAL, YOU MUST MEET ALL TIMELINES DESCRIBED FOR EACH PART OF THE PROCESS.

HTTP://CALENDAR.LAKEHEADU.CA/CURRENT/CONTENTS/REGULATIONS/UNIVREGSVIREAPPRAIS.HTML

STEPS OF THE PRACTICUM APPEALS PROCEDURE

STEP 1 Work with the Principal to resolve the issue.

STEP 2 When the issue is not resolved, the NLIP Coordinator is brought into the discussion.

http://calendar.lakeheadu.ca/current/contents/regulations/univregsVIreapprais.html

http://calendar.lakeheadu.ca/current/contents/regulations/univregsVIreapprais.html


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STEP 3 When the issue remains unresolved, the Chair of Aboriginal Education meets with the Teacher Candidate and the NLIP Coordinator.

STEP 4 When the issue remains unresolved, the teacher candidate requests a hearing with the Practicum Review Committee (Chair of Aboriginal Education, Faculty member appointed by the Chair and the NLIP Coordinator) The request for the hearing must be received by the Chair of the Undergraduate Studies in Education Department by March 1 for a fall practicum decision and by October 1 for a winter/spring practicum decision.

STEP 5 The Practicum Review Committee meets and the issue is reviewed, when possible within five working days of the request for a practicum review.

STEP 6 The Practicum Review Committee informs the Teacher Candidate and the Dean within 15 working days of the solution/decision reached.

STEP 7 If a solution acceptable to the teacher candidate is not reached in step five, the teacher candidate may file an appeal to the Senate/Academic Appeals Committee (SAAC) under the Senate Appeals Policy.

An application for a hearing by the SAAC must be made on Form B to the Director of Risk Management and Access to Information within 20 Working Days of the release of the decision issued under Step five.

An appeal to the SAAC will not be processed unless a decision has been rendered at Step five.

A decision of the SAAC is final and binding upon all parties.

Involvement of Parent or Other Observer (updated with latest recommendation from Privacy Commissioner Millo Shaw, May 6, 2010). Supplement to Student Academic/Practicum Issues, Professional Year, Faculty of Education, as is consistent with the Lakehead University" Code of Student Behaviour and Disciplinary Procedures" at http://policies.lakeheadu.ca/policy.php?pid=60 A. In all meetings which are set up between Teacher Candidates and the Faculty of Education

concerning issues in practicum courses, and which are not part of the formal appeal processes governed by the "Senate Policy Regarding Academic Appeals" or the "Code of Student Behaviour and Disciplinary Procedures," as a general rule Teacher Candidates may not be accompanied by other individuals.

https://www.lakeheadu.ca/faculty-and-staff/policies/regulations/reappraisal-and-academic-appeals

http://policies.lakeheadu.ca/policy.php?pid=60


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B. A Teacher Candidate who wishes to be considered for an exception to the rule stated in paragraph A must, in advance of the meeting, submit to the Chair of Aboriginal Education a written request including identification of the individual(s) permission for whose attendance at the meeting is sought and reasons why permission should be granted. Considering the teacher candidate's request from the perspective of professional standards, the Chair shall determine whether or not to grant permission for accompaniment. The Chair's decision in the matter shall be final and binding on all parties. The Chair shall be under no obligation to give reasons for the decision.

C. If the Chair grants permission for a Teacher Candidate to be accompanied during a meeting, the Chair shall advise the accompanying individual(s) that he/she/they have no formal standing in the matter, that he/she/they are present purely at the discretion of the Faculty of Education, and that they are to remain silent witnesses/observers to the proceedings rather than attempt to serve as advocates or interveners. Abandonment of observer status, whether by the accompanying individual's commenting, interjecting, or otherwise attempting to influence the appeal proceedings will result in the immediate expulsion from the room of that individual. The individual may make notes, but may not pass notes to the Teacher Candidate during the course of the meeting.

D. A Faculty officer or administrative assistant shall take notes of the meeting's transactions. After the meeting these notes shall be placed in the Teacher Candidates file in the Department of Aboriginal Education, together with any other pertinent documents such as letter of concern, etc.

E. A Teacher Candidate is entitled to review his or her file in the Department of Aborignal Education during regular office hours provided that he or she provides Office personnel with satisfactory photo ID. He or she may also make written application to the Chair of Aboriginal Education to grant other individuals access to his or her file. Again, such access will be granted during regular office hours upon presentation of satisfactory photo ID. In either case, the file cannot be copied in whole or part, or leave the office. If these conditions are unacceptable to the student, he or she may complete and submit to the Director of Risk Management and Access to Information an "Information Access Request Form" (accessible online under "Forms" on the University's "Access to Information" web page), along with the Form fee of $5.00, requesting copies of pages in the file whose disclosure is permitted under the "Freedom of Information and Protection of Privacy Act" (FIPPA) at the rate of 20 cents per copy page, $30 per hour for preparing the records for disclosure, and applicable postal or courier charges.

F. Privacy Legislation (FIPPA) prohibits university staff and faculty from disclosing information about a student's academic progress to anyone who does not need the information in the performance of his or her duties at Lakehead University or the school where the student's teaching practicum is held. The teacher candidate, however, is free to forward any such information to whomever he or she wishes.

INCIDENT REPORT FORM http://education.lakeheadu.ca/?display=page&pageid=116#Forms

http://education.lakeheadu.ca/?display=page&pageid=116#Forms

REFERENCE GUIDE PRACTICUM - Lakehead University · · 2014-06-17REFERENCE GUIDE PRACTICUM...

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