Field Experiences Overview
Policy and Schedules
|Field Experience Timeline - Internship
(For a more detailed and comprehensive timeline of internship, see the Internship Guidebook)
|February - March, 2017||Teacher Candidates apply for internship using placement.usask.ca|
|March - April, 2017||Mentor teachers apply for using placement.usask.ca|
|April - May, 2017||Internship placements are made, and interns, teachers, schools, and divisions are notified|
|June, 2017||Interns make contact with mentor teachers to introduce themselves, plan for the fall, etc.|
|August 21, 2017||Facilitator Orientation - College of Education|
|August 24-25, 2017||Intern Orientation Location: Division faciity (date varies by division)|
|Mid-September, 2017||Internship in-service for Interns AND Partner Teachers|
|Mid-late October, 2017||In-service - Interns only - dates and location provided by facilitator|
|Week of Oct. 16-20, 2017||Midterm assessment completed this week (it should not be completed prior to Week 8)|
|Week of Dec. 4-8, 2017||Complete final assessment - submit to internship facilitator for review|
|Week of Dec. 11-13, 2017||Final assessment picked up by internship facilitator|
|December 13, 2017||Last day of internship|
|Field Experience Timeline - Pre-Internship
(For a more detailed and comprehensive timeline of the pre-internship field experiences, please see the EDST 321 and 322 Handbooks)
|Fall Semester, 2017|
|June - September, 2017||Field Experience Coordinators communicate with schools within Saskatoon Public, Greater Saskatoon Catholic, and Prairie Spirit School Divisions to enlist mentor teachers for the student teaching program|
|Week of September 11-15, 2017||EDST 321 Orientation Session #1|
|Mid-September, 2017||EDST 321 student teaching placements are made and confirmed with the schools|
|Week of September 18-22, 2017||EDST 321 Orientation Session #2 - Teacher Candidates receive student teaching placements|
|September 26-27, 2017||Teacher Candidates begin their school placements, and continue every Tuesday and Wednesday for the duration of the semester|
|Mid-October, 2017||EDST 321 Seminar #1|
|Mid-November, 2017||EDST 321 Seminar #2|
|December 6, 2017||Last day of EDST 321 student teaching placement|
|Week of December 11-15, 2017||Essential Conversation with EDST 321 Coordinator|
|Winter Semester, 2018|
|December, 2017 - Early January, 2018||Field Experience Coordinators contact teachers from EDST 321 to confirm their continuing commitment to the student teaching program|
|Mid-January, 2018||Office of the Treaty Commissioner Treaty Education Workshops (compulsory for ALL Teacher Candidates)|
|Mid-January, 2018||EDST 322 student teaching placements are made and confirmed with the schools|
|Mid-January, 2018||EDST 322 Orientation Session|
|January 30-31, 2018||Teacher Candidates begin their school placements, and continue every Tuesday and Wednesday for the duration of the semester|
|Mid-February, 2018||EDST 322 Seminar #1|
|Mid-March, 2018||EDST 322 Seminar #2|
|April 4, 2018||Last day of EDST 322 student teaching placement|
|Week of April 9-13, 2018||Essential Conversation with EDST 322 Coordinator|
|Spring Semester, 2018|
|May, 2018||Field Experience placement for PAA, SUNTEP and Music Teacher Candidates|
- This up to $300 bursary supports travel by teacher candidates related to out-of-town field experiences (student teaching within PSSD; internship; 411.3 Inquiry Course) and is distributed on a needs' basis within available College funding (one bursary per TC per year).
- Information will be provided directly to TCs at student teaching and internship orientations, and through Inquiry Course instructors.
Professional Growth Portfolio
Throughout your program in the College of Education, University of Saskatchewan, you will be working towards achieving professional competencies as indicated in the program goals. You will use the Professional Growth Guide & Portfolio during your studies to help you link your on-campus courses and field study experiences to enhance your professional development. You are responsible, as a teacher candidate, for using the Professional Growth Portfolio as a tool for gathering evidence of your progress toward achieving program goals and outcomes. The outcomes include competencies listed on the Saskatchewan Teachers Federation (STF) website. STF competencies are indicated in bold type.
The Professional Growth Guide/Portfolio is similar in scope and purpose to individual professional planning guides and portfolios widely used by teachers. It is designed to help you:
- Focus your thinking on the connections between theory and professional practice
- Focus on students' learning as well as on theorizing about your own teaching practice
- Identify strategies for working towards professional goals and teaching competence
- Identify criteria for measuring progress
- Develop professional interactions and discussions among colleagues including other teacher candidates, cooperating teachers, course instructors, internship facilitators
- Share responsibility for leadership
- Increase your professional knowledge, involvement, and develop ownership of your own learning and growth
During your professional studies in the College of Education you will use the Professional Growth Portfolio (PGP) Tables to collect and analyze evidence of your progress toward program goals and outcomes. You will be asked to use your portfolio as a springboard for reflective writing, theorizing and inquiry activities that take place as part of coursework and field study assignments. You are encouraged to keep your records in electronic form for easy sharing with peers, instructors, cooperating teachers and internship facilitators.
Throughout your professional learning experiences you are required to collect evidence by adding to your record on a regular basis (daily or every second day would be best but weekly is acceptable). The information in the PGP is directly linked to your internship assessment. Be sure to DATE your entries and add the most recent entry at the 'top' so that entries read in reverse chronological order (e.g., March 29, March 27, March 22)
Include evidence that indicates (is an indicator of) your progress toward the outcomes noted. You can include:
- Records of your observations collected during school and community visits
- Feedback/discussions with peers, cooperating teachers, instructors, internship facilitators while preparing to work with learners
- Instructional plans (lesson & unit plans)
- Feedback from peers, cooperating teachers, instructors, internship facilitators related to teaching
- Elements of on-campus coursework are welcome here, including assignments (or parts of assignments), critiques/summaries of articles read, and records of professional discussions
Analysis & Reflections
In this part of the table, you will record your analysis of the evidence you have gathered. In your analysis you should:
- Deconstruct your observations - that is, reflect on the gathered data to address the general question: What have I learned about the students and their learning needs?
- Examine and explain changes in your own behaviours/ways of thinking
- Explain how you think the evidence recorded is an indicator of your progress toward particular outcomes
1. 1 the ability to maintain respectful, mutually supportive and equitable professional relationships with learners, colleagues, families and communities
1.2 ethical behaviour and the ability to work in a collaborative manner for the good of all learners
1.3 a commitment to social justice and the capacity to nurture an inclusive and equitable environment for the empowerment of all learners
1.4 a commitment to service and the capacity to be a reflective, lifelong learner and inquirer
2. 1 knowledge of Canadian history, especially in reference to Saskatchewan and Western Canada
2.2 proficiency in the Language of Instruction
2.3 knowledge of First Nations, Métis, and Inuit culture and history (e.g., Treaties, Residential School, Scrip and Worldview)
2.4 ability to use technologies readily, strategically and appropriately
2.5 knowledge of a number of subjects taught in Saskatchewan schools (disciplinary/ interdisciplinary knowledge)
2.6 ability to strive for/pursue new knowledge
3. 1 the ability to utilize meaningful, equitable, and holistic approaches to assessment and evaluation
3.2 the ability to use a wide variety of responsive instructional strategies and methodologies to accommodate learning styles of individual learners and support their growth as social, intellectual, physical and spiritual beings
4. 1 knowledge of Saskatchewan curriculum and policy documents and applies this understanding to plan lessons, units of study and year plans using curriculum outcomes as outlined by the Saskatchewan Ministry of Education
4.2 the ability to incorporate First Nations, Métis, and Inuit knowledge, content and perspective into all teaching areas
4.3 the capacity to engage in program planning to shape ‘lived curriculum’ that brings learner needs, subject matter, and contextual variables together in developmentally
During pre-internship field study, partner schools are teacher candidates' professional homes where teacher candidates learn about teaching and learning by collaborating with teachers to enhance student learning.
During pre-internship field study teacher candidates
- Deepen professional understandings by actively participating in the life of the school through a wide range of activities.
- Deepen their ability to engage with students, colleagues, parents and administrators.
- Increase awareness of broader perspectives on education and the community and the school in society.
- Further develop their professional identities, gain insight into the realities of classroom teaching and evaluate their career choice.
The Bates Award for Excellence in Student Teaching is a prestigious award received by meritorious undergraduate students in the College of Education at the University of Saskatchewan in their final term of study. The Award is annually presented to the top 2% of College of Education teacher candidates who have demonstrated educational excellence; innovation; a high degree of impact upon their fellow students, students in school, or the community; and academic achievement during their internship field experience while members of the College community.
Teacher candidates may be nominated by their internship collaborating teacher, internship facilitator, or the school principal from which the internship took place.
All recommendation letters and any other documentation can be forwarded to Programs Office (Room 3350, College of Education). They can be dropped off or emailed to email@example.com.
MANDATORY Criminal Occurrence Security Checks / Criminal Record Checks (COSC/CRC), with the additional requirement of the vulnerable sector check, are mandatory for ALL Teacher Candidates.
First year Sequential Teacher Candidates - please deliver an original document representing your criminal occurrence security check to your Cohort Coordinator who will deliver it to the school division office connected to your partnership school.
Interning Teacher Candidates - please deliver an original document representing your criminal occurrence security check / criminal record check to Dianne Sander in the Programs Office by June 30 for Term One and prior to Nov. 30th for Term Two. The Programs Office will forward the document to the school division in which you will be doing your internship.
The criminal occurrence security check / criminal record check (COSC/CRC) must be an original document that is dated within six months of the start date for field experiences and includes a vulnerable sector check.
You will not be allowed to enter a school for field experiences or internship without a passed COSC/CRC delivered to the appropriate location.
COSCs/CRCs can be obtained from the local city police or the RCMP in your area, and take about two weeks to process by these groups. Programs Office staff suggest that teacher candidates request three originals so that you can retain some for future use.
The costs for the COSC/CRC are to be paid by the applicant.
Verbal reporting of any new criminal charges must be done (no later than two working days after being charged) to the Director of Education in the school division where field experiences/internships are taking place, and this report must be followed immediately by a written report outlining the charges. Relevant circumstances may be included so that the Director or a designate can investigate further.
If You Have a Criminal Record
Teacher candidates with a criminal record are advised to seek advice as to whether they will be eligible to student teach, intern in schools or teach once they graduate. You are advised to apply for a pardon as soon as possible. Further information regarding eligibility to receive certification and application for a pardon can be found at:
- Click on Pardons in the top box for more information
The Field Experiences accommodation plan at the College of Education has been developed to support students during their Field Experiences courses (student teaching and internship) who are registered with DSS. It is an extension from the plan developed by DSS and focuses on accommodating teacher candidates they are in the schools.
Please make an appointment with the Field Experience team to develop your plan. It is beneficial to make an appointment prior to your field experience course so the accommodation is completed before your time in the schools.
Please contact one of the following to set up an appointment:
Teacher Education programs are responsible to society for providing courses of study that support Teacher Candidates (including student teachers and interns) in developing the professional, knowledge, instructional, and curricular competencies necessary for provincial teacher certification as well as to support best practices for teaching and learning in a changing world.
The College of Education welcomes diversity, as well as teamwork towards appropriate supports, in order that Teacher Candidates will demonstrate the necessary Teaching Competencies identified by Saskatchewan’s Teacher Education, Classification and Certification Board (Appendix A). Competency standards for teachers are described further in the document Teacher Professionalism: A Public Trust (www.stf.sk.ca).
Tools and Resources
Throughout the Field Experience process, College of Education students will be developing their short-term and long-term planning abilities following the Understanding by Design framework.
All interns and teacher candidates will begin by submitting Extensive formal lesson plans to their partner teacher(s) for feedback prior to teaching the lessons. As proficiency is evidenced in the Extensive lesson plan during the internship, they will move to a Modified lesson plan that includes the same features of the Extensive lesson plan, only in a less detailed and less formal manner. Finally, the interns will move to a Simple lesson plan that is informally written, but still must include the lesson’s curricular connections and a general description of the lesson. Teacher Candidates will use the Extensive lesson plan format throughout both EDST 321 and EDST 322.
Throughout the internship process, Interns are required to prepare approx. 7-10 original or substantially adapted formal unit plans of at least 10 lessons each. Units should be made for every class they are teaching continuously.
Three of these unit plans are to be submitted to the college facilitator and must be created using the Understanding by Design Model with the hopes that all their units are created in this format.
Professional conversations and “teacher talk” are essential aspects of the interns’ learning experience; all interns and cooperating teachers, therefore, will be expected to make time throughout the day for these conversations to occur. The Supervision Cycle Process should occur daily, and consists on the ongoing cycle of intern performance, teacher feedback, critical reflection and incorporation of feedback: