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Education Teacher Education Course Descriptions (BEd/DipEd) Practicum (PRAC)
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Practicum (PRAC)
PRAC 110AB/1.5 Experiences in Schools I (Concurrent Year 1) (PJIS)
The equivalent of two full weeks in an elementary (K-8) setting (minimum 60 hours), including contact with a special needs student.  The format is to be very flexible, but pre-planned. For example, candidates may choose to do a series of half-days, or two full-time weeks, or a combination of half-days, full-days and/or full weeks. Full-time weeks may be done during the fall or winter reading weeks, or (if necessary) at the end of the term in May, or a reasonable combination of these options.  The placement must be completed in the same academic year.
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PRAC 210AB/1.5 Experiences in Schools II (Concurrent Year 2)   (PJ)
The equivalent of three full weeks in an elementary (K-8) setting (minimum 90 hours) including contact with a special needs student. Candidates observe three students and prepare a sample simplified Individual Education Plan on one of the observed students, as well as plan and teach three lessons in a traditional classroom setting, or complete the equivalent planning and implementation in an alternative setting such as a school library or resource room.  The format is to be very flexible but pre-planned. For example, candidates may choose to do a series of half days, or three full-time weeks, or a combination. Full-time weeks may be done during the fall or winter reading weeks, or at the end of the term in May, or a reasonable combination of any of these options.  The placement must be completed in the same academic year. PREREQUISITE: PRAC 110AB
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PRAC 211AB/1.5 Experiences in Schools II (Concurrent Year 2)  (IS)
The equivalent of three full weeks in a grade 7–12 setting (minimum 90 hours) preferably, with at least one class in a non-academic stream.  Candidates observe three students and prepare an Individual Education Plan on one of the observed students, as well as plan and teach three lessons in a traditional classroom setting, or complete the equivalent planning and implementation in an alternative setting such as a school library or resource room.  The format is to be very flexible but pre-planned. For example, candidates may choose to do a series of half days, or three full-time weeks, or a combination. Full-time weeks may be done during the fall or winter reading weeks, or at the end of the term in May, or a reasonable combination of any of these options.  The placement must be completed in the same academic year. PREREQUISITE: PRAC 110AB
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PRAC 310AB/1.5 Experiences in Schools III (Concurrent Year 3)  (PJ)
The equivalent of three full weeks in an elementary (K-8) setting (minimum 90 hours), including contact with a special needs student.  Candidates will plan and teach five lessons in a traditional classroom setting or complete the equivalent planning and preparation in an alternative setting such as a school library or resource room.  Candidates incorporate strategies for accommodating students with special needs within their instructional plans and make reflections and suggested changes on their plans after instruction occurs.  The format is to be very flexible but pre-planned. For example, candidates may choose to do a series of half-days, or three full-time weeks, or a combination of half-days, full-days and/or full weeks. Full-time weeks may be done during the fall or winter reading weeks, or (if necessary) at the end of the term in May, or a reasonable combination of these options.  The placement must be completed in the same academic year. PREREQUISITE: PRAC 210AB
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PRAC 311AB/1.5 Experiences in Schools III (Concurrent Year 3)   (IS)
The equivalent of three full weeks in a grade 7-12 setting (minimum 90 hours), including a special needs component.  Candidates will plan and teach five lessons in a traditional classroom setting or complete the equivalent planning and preparation in an alternative setting such as a school library or resource room.  Candidates incorporate strategies for accommodating students with special needs within their instructional plans and make reflections and suggested changes on their plans after instruction occurs.  The format is to be very flexible but pre-planned. For example, candidates may choose to do a series of half-days, or three full-time weeks, or a combination of half-days, full-days and/or full weeks. Full-time weeks may be done during the fall or winter reading weeks, or (if necessary) at the end of the term in May, or a reasonable combination of these options.  The placement must be completed in the same academic year. PREREQUISITE: PRAC 211AB
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PRAC 190AB/6.0 Concurrent Final Year and Consecutive Practicum (PJ)
The practicum consists of ten weeks of in-school practice as well as a three-week Alternative Practicum.  After an intensive orientation period at the Faculty of Education in September, Consecutive and final year Concurrent teacher candidates complete their teaching placement in selected Associate Schools.  The regular practicum is made up of two teaching blocks, six weeks in the fall term and four weeks in the winter term.   The fall term teaching block is split into two 3-week components.  After the first practicum component candidates complete five weeks of classes then return to the same Associate School for the second component (normally with the same Associate Teacher).  Candidates will normally return to the same Associate School, to work in a different division for the third component of the practicum in the winter term.  The schools are selected from a number of District School Boards encompassing geographic areas that include Kingston, Peterborough, Toronto, Ottawa, Brockville, Belleville, Oshawa, Mississauga and Waterloo.  Teacher candidates should be aware that they may be assigned to an Associate School outside their preferred area. Please note that candidates are responsible for their own travel and accommodation costs.  During the practicum, candidates work closely with associate teachers, school personnel and faculty liaisons.  The Alternative Practicum starts after the second practicum block.  The Alternative Practicum should relate to the candidate’s Program Focus (FOCI) course.  Primary-Junior candidates who do not have a FOCI course must register in FOCI P00.  The Alternative Practicum for candidates in FOCI P00 might relate to their Educational Studies course (EDST), Foundations course (FOUN), or to be arranged in another setting approved by the FOCI P00 advisor.  Only candidates enrolled in the Outdoor and Experiential Education program will get experience in two teaching divisions in the fall term.  The OEE candidates will complete the third component of the practicum in an Ontario Outdoor or Experiential Education setting.
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PRAC 191AB/6.0 Concurrent Final Year and Consecutive Practicum (IS/Tech)
The practicum consists of ten weeks of regular in-school practice as well as a three-week Alternative Practicum.  After an intensive orientation period at the Faculty of Education in September, Consecutive and final year Concurrent teacher candidates complete their teaching placement in selected Associate Schools.  The regular practicum is made up 6 weeks of teaching in the fall and 4 weeks of teaching in the winter term. The fall term teaching block is split into two 3-week components.  After the first practicum component candidates complete five weeks of classes then return to the same Associate Teacher/Department for the second component.  Candidates will normally return to the same Associate School to work in their other subject area for the third component of the practicum in the winter term.  The schools are selected from a number of District School Boards encompassing geographic areas that include Kingston, Peterborough, Toronto, Ottawa, Brockville, Belleville, Oshawa, Mississauga, and Waterloo.  Teacher candidates should be aware that they may be assigned to an Associate School outside their preferred area.  Please note that candidates are responsible for their own travel and accommodation costs.  During the practicum, candidates work closely with associate teachers, school personnel and faculty liaisons.  The Alternative Practicum starts after the third component of the practicum. The Alternative Practicum should relate to the candidate’s Program Focus (FOCI) course.  Only candidates enrolled in the Outdoor and Experiential Education program will get experience in both teaching subjects in the fall term.  The OEE candidates will complete the third component of their practicum in an Ontario Outdoor or Experiential Education setting.
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PRAC 194AB/6.0 Technological Education Internship Practicum (Tech)
After an intensive on-campus period at the Faculty of Education from mid-June until the end of July, and the successful completion of Part 1 of the Technological Education Internship program, teacher candidates complete an extended teaching placement in their sponsoring/hiring school. Candidates must complete a total of one year's full-time successful teaching as certified by one or more supervisory officers on a form provided by the Faculty. During the extended practicum, candidates work closely with associate teachers, school principals and faculty members, and must complete two full days of observation of other teachers' methods and organizational techniques. During this practicum candidates are in paid positions and are granted a Certificate of Qualification (Limited) by the Ontario College of Teachers.
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PRAC 195AB/6.0 Aboriginal Teacher Education Community-Based Practicum (PJIS)
A twelve-week (minimum) practicum for candidates in the Aboriginal Teacher Education part-time, community-based program track. Candidates are placed in First Nations Federal or Provincial schools which follow Ontario curriculum guidelines.
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Education Teacher Education Course Descriptions (BEd/DipEd) Practicum (PRAC)
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