Faculty of Education School Districts Schools Early Field ... · Faculty of Education ... Memorial University of Newfoundland requires the completion of 50 courses ... · observe

School Districts

Memorial University

Information for Students, Teachers, and School Administrators.

Table of Contents

Faculty of Education

Schools

Faculty of Education www.mun.ca/educ

Early Field Experience (Observation Day Component)

TABLE OF CONTENTS

Introduction ................................................................................................................................... 1 Overview of the Primary/Elementary B.Ed. (Integrated Option) .................................................. 2 Overview of the Primary/Elementary B.Ed. (Consecutive Option) .............................................. 2 Overview of the Intermediate/Secondary B.Ed .............................................................................2 Overview of the Intermediate/Secondary B.Ed Conjoint With Diploma in Technology Education .....................................................................................................................3 Classroom Observation ...................................................................................................................3 Participation ....................................................................................................................................4 Role of the School Principal .......................................................................................................... 5 Role of Classroom Teachers .......................................................................................................... 5 Responsibilities of Students ........................................................................................................... 6 Responsibilities of Field Services Office ....................................................................................... 7 Classroom Observation Schedule Primary/Elementary Consecutive Program ..............................8 Classroom Observation Schedule Primary/Elementary Integrated Program ..................................9 Classroom Observation Schedule Intermediate Program ............................................................. 10 Classroom Observation Exercise Report ............................................................... Back of Booklet

Introduction The classroom observation exercise is the early field component of all education programs. Teacher education is recognized as a co-operative undertaking involving both university and field experiences. The classroom observation exercise relies on the expertise of school personnel to guide the in-school activities of students in their quest to become qualified members of the teaching profession. As a vehicle to provide early socialization to the teaching profession, the classroom observation experience constitutes a meaningful dimension in the overall teacher training program. This information booklet has been prepared for all participants in the classroom observation module: university students, teachers, school administrators and university personnel. The purpose of this booklet is intended to provide information on the various aspects of classroom observation, so that it may assist all participants in maximizing the effectiveness of their roles. As with any set of guidelines these are open to change and modification. Any questions or suggestions regarding the classroom observation exercise may be directed to: Field Services Office Faculty of Education Memorial University of Newfoundland St. John’s, NF A1B 3X8 Barbara O’Donnell Ryder Email: [email protected] Phone 864-8599 Fax 864-2526

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Overview of the B.Ed. (Primary/Elementary) Integrated Option The Bachelor of Education (Primary/ Elementary) Integrated Degree Program at Memorial University of Newfoundland requires the completion of 50 courses (150 credit hours) over ten semesters and is normally completed in five years. The 50 courses include 25 academic courses and 25 education courses. The first year of this program is designed to allow students to enrol in education courses and complete the courses required for their focus area. The following year is deemed their professional year, devoted exclusively to the study of education and the observation day exercise. The ten observation days (5 Fall and 5 Winter) are intended to provide exposure to the school environment, allowing students the opportunity to integrate theory and practice and assess their interest in teaching as a career. The final year of the program consists of a 13-week internship in a school setting and the completion on any remaining courses required for the program. Overview of the B.Ed. (Primary/Elementary) Consecutive Option The consecutive delivery option provides for a more timely completion of the Bachelor of Education (Primary/Elementary) Degree Program for those applicants who have already completed a substantial number of academic courses applicable to this degree. Students are admitted into the program during the summer semester and complete their program in four consecutive semesters. In the Fall Semester, students participate in ten days of observation in a school setting. The Winter Semester of the consecutive program is reserved for the 13-week internship. The students complete their program with a full slate of classes in the Spring Semester. The totals number of credit hours for this degree is 150. Overview of the B.Ed. (Intermediate/Secondary) Program The Bachelor of Education. (Intermediate/Secondary) Program is designed to prepare intermediate/secondary school teachers. Entrants to the program have completed a first degree and have a minimum of 36 and 24 credit hours respectively in two academic disciplines (teachable areas). All students attend full

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time for three consecutive semesters. The program provides students with a sequenced set of courses and five observation days in the first semester and a 13-week internship in the second semester. The final semester includes a Post Internship option in a rural setting and a range of courses designed so that students can reflect on their school experiences and make further connections between theory and practice. All students complete 51 credit hours - 36 credit hours of professional course work and a 15 credit-hour internship. Overview of the B.Ed. (Intermediate/Secondary) Conjoint With the Diploma in Technology Education The Bachelor of Education. (Intermediate/Secondary) Conjoint with the Diploma in Technology Education is designed to prepare intermediate/secondary and technology education teachers. Entrants to the program have completed a first degree and have a minimum of 36 credit hours in an academic discipline (teachable area). Within the program students complete a number of laboratory courses that address the development of basic skills and competencies in a variety of technological areas and how to apply them through design and problem solving processes in a school classroom/laboratory setting. Students commence their program in Spring Semester and attend full time for four consecutive semesters. The conjoint program is also designed to provide students with five observation days during the Fall Semester of their program, a 13-week internship and a range of courses after the internship, so that students can reflect on their school experiences and make further connections between theory and practice. All students complete 66 credit hours - 27 credit hours in intermediate/secondary education, 24 credit hours in technology education, and a 15-credit hour internship. Classroom Observation An important component of the field experience is school and classroom observation. Observation days focus on the salient aspects of the work of teachers and the teaching and learning process. It is intended to help students understand classroom processes and develop an appreciation of the role of the teacher. Whenever possible, students should be given the opportunity to: · observe different teachers at work in a variety of classroom settings; · gather information about school routine;

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· examine curriculum guides/resource materials; · observe individual differences among students; and · gather information on classroom organization and management. It is suggested that each student observe in as many different settings as possible (e.g., different grade levels, teachers and subject areas) and be exposed to the work of specialist personnel. Participation In addition to observation, students may become actively involved in the work of the school. It is expected that as the semester progresses, students will undertake tasks such as: · assisting the teacher to organize materials; · preparing visual displays; · assisting with classroom routines (e.g., maintaining attendance records, distributing materials); and · assisting during recess and lunch supervision. While there is no requirement of teaching during the early field experience, students who demonstrate the appropriate aptitude and readiness may engage in some teaching activities. The following are examples of such activities: · assisting individual students with problems encountered in classroom work; · tutoring individual students; and · working with small groups.

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The above list is meant to be illustrative only, activities not specifically mentioned here but which are consistent with the overall purpose of the field experience are encouraged. Role of the School Principal It is anticipated that, since the classroom observation exercise is intended in part to facilitate exploration of teaching, students will work with as many teachers as possible to ensure a wide range of experiences. The student has been placed in the school to observe the whole school program and may assist classroom teachers at their discretion. The principal is a key person in the success of the classroom observation exercise. Facilitating this exercise may involve: · familiarizing school personnel with the purpose of the classroom observation

exercise; · assisting in the orientation of students to the school (i.e., program, policies,

philosophy); · introducing students to school personnel; · ensuring that students are rotated through different classes at the school; · acting as resource person; and, · communicating to the Field Services Office any issues or concerns that arise. Role of Classroom Teachers Teachers have the greatest direct influence on students. The success of the student experience depends largely on the quality of their relationship with the assigned teacher and the kind of direction a teacher can provide. Although no formal evaluation of the observation days is required, teachers should sign the observation day report. Teachers are also invited to add any comments they would like to the observation day report.

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Teachers can contribute to the quality of the classroom observation exercise by: · becoming acquainted with students and making them feel welcome; · introducing students to the classroom; · introducing students to school personnel and support staff, and familiarizing

them with school facilities and policies; · planning for and discussing student observations; · providing opportunities for students to observe a variety of teaching/learning

situations; and · sharing curriculum materials such as textbooks, teacher guides, etc. Responsibilities of Students The classroom observation exercise offers students a unique opportunity to visit a school and to become aware of the daily operation of a school. As a guest in the school the student has a responsibility to carry out all assignments in a professional manner. The contribution of the student to the classroom observation exercise will influence the benefits to be derived from it. Students are expected to: · respect all matters of confidentiality in the school setting; · be suitably dressed; · be prompt, courteous and dependable (if illness or some other justifiable

reason makes it necessary to be late or absent, the co-operating school should be notified at the earliest possible time);

· seek and profit from discussions with school personnel; · assist in ways suggested by the teacher(s); · adhere to the rules and regulations of the co-operating school;

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· become familiar with provincial and school regulations governing the duties of principals and teachers;

· follow the NLTA Code of Ethics for teachers; · be present for each scheduled school visit; and · complete and submit a classroom observation exercise report. Responsibilities of Field Services Office Faculty members can contribute to the success of the classroom observation exercise by: · building a linkage between classroom observation and individual course

content; · identifying specific aspects of school/classroom functioning to be considered

during the observation exercise; · providing a debriefing session following each school/classroom visitation;

and · analysing/discussing the observations days within individual course settings.

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Schedule of School Visits Fall Semester 2011

B.Ed. (Primary/Elementary) Consecutive Option

Students will report to the Office upon arrival at school.

Please note that attendance on the scheduled days is mandatory. The make-up time is only to be used in the event of illness or school closure.

Fall 2010 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Make up day

Schedule Friday, September 16 Friday, September 23 Friday, September 30 Friday, October 7 Friday, October 14 Friday, October 21 Friday, October 28 Friday, November 4 Friday, November 18 Friday, November 25 Friday, December 2

Memorial University Mid Term Break - October 10 - October 11 (inclusive) (Please note classes for Thursday, October 13 will follow Tuesday’s schedule)

School Closure - November 11

Memorial University Closure - November 11

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Schedule of School Visits 2011-2012 B.Ed. (Primary/Elementary) Professional Year

Integrated Delivery


Students on a Monday schedule in the Fall Semester will change to a Friday schedule in the Winter Semester and students on a Friday schedule in the Fall Semester will change to a Monday schedule in the Winter Semester.

Please note that attendance on the scheduled days is mandatory. The make-up time is only to be used in the event of illness or school closure.

FALL SEMESTER MONDAY SCHEDULE FRIDAY SCHEDULE Week 1 October 17 October 14 Week 2 October 24 October 21 Week 3 October 31 October 28 Week 4 November 7 November 4 Week 5 November 14 November 18 Make-Up Time November 21 November 25

School Closure - November 11

Memorial University Closure - November 11

WINTER SEMESTER MONDAY SCHEDULE FRIDAY SCHEDULE Week 1 January 23 January 27 Week 2 January 30 February 3 Week 3 February 6 February 10 Week 4 February 13 February 17 Week 5 February 27 February 24 Make-Up Time March 5 March 2

Memorial University Mid Term Break - February 20- 22 (inclusive)

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Schedule of School Visits Fall Semester 2011

B.Ed. (Intermediate/Secondary) B.Ed. (Intermediate/Secondary) Conjoint


Please note that attendance on the scheduled days is mandatory.

Fall 2010 Week 1 Week 2 Week 3 Week 4 Week 5

Schedule Monday, October 17 Tuesday, October 25 Wednesday, November 2 Thursday, November 10 Friday, November 18

Memorial University Mid Term Break: October 10 – 11 (inclusive)

(Please note classes for Thursday, October 13 will follow Tuesday’s schedule) School Closure – November 11

Memorial University Closure – November 11

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Intermediate/Secondary Early Field Experience Report

Fall Semester 2011

Name of School: _______________________________________ Students Name: ________________________________________ The following is to be completed each day you attend school. At the close of the school day, obtain a teacher or principal’s signature on the report.

DATE GRADE Description

of Activity Teacher’s Signature

S A M P L E

Day/Month/Year 4 1. Observed math lesson 2. Discussion with principal 3. Assisted teacher with art class 4. Tutored individual students

D A Y 1

D A Y 2

D A Y 3

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DATE GRADE Description of Activity

Teacher’s Signature

D A Y 4

D A Y 5

Principals and/or teacher, please feel free to make any comment s regarding the involvement of this student in your school. Students, please feel free to add any comments regarding your school experience. Students should return this completed report on or before the last day of classes. Field Services Office (E2024) Faculty of Education Memorial University of Newfoundland St. John’s NL A1B 3X8

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Primary/Elementary Consecutive Option Early Field Experience Report

Fall Semester 2011 Name of School: _______________________________________ Students Name: ________________________________________ The following is to be completed each day you attend school. At the close of the school day, obtain a teacher or principal’s signature on the report.



S A M P L E


D A Y 1

D A Y 2

D A Y 3

2



D A Y 4

D A Y 5

D A Y 6

D A Y 7

D A Y 8

D A Y 9

3



D A Y

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1

Primary/Elementary Integrated Option Early Field Experience Report

Fall Semester 2011




S A M P L E


D A Y 1

D A Y 2

D A Y 3

2



D A Y 4

D A Y 5


3

Primary/Elementary Integrated Option Early Field Experience Report

Winter Semester 2012




S A M P L E


D A Y 1

D A Y 2

D A Y 3

4



D A Y 4

D A Y 5


Documents

Faculty of Education School Districts Schools Early Field ... · Faculty of Education ... Memorial University of Newfoundland requires the completion of 50 courses ... · observe