香蕉视频

• Duration: 11 weeks
• Target Workload: 85-100% of full teaching workload (by end of the Internship)
• Professional Competency Guide

In 2^nd Internship, the Co-operating Teacher and McGill Field Supervisor will provide verbal guidance/feedback, as well as written Formative Assessments according to the Assessment Schedule below. Student Teachers will be responsible for a minimum of 80% of a full-time teaching workload and for developing all 13 Professional Competencies (PCs). In addition to a weekly Professional Seminar, Student Teachers are completing a concurrent applied methods course in their subject area. Course Instructors may request permission from the Co-operating Teacher to conduct mentoring team visits in the classroom during the Internship period. The recommended progression of tasks and workload assignment as well as the assessment schedule听are听as follows:

Weekly Check-in:

The Field Supervisor will check-in with the Co-operating Teacher on a weekly basis (either by telephone, e-mail or in-person) in order to ascertain how the Student Teacher is performing and if there are any issues to be addressed. While this is an informal exchange, it has an important purpose and is successful when there is thoughtful and frank dialogue. Check-ins need not be lengthy. No written report is required, although the Field Supervisor should take note of when/how the check-in occurred and any salient points. Check-ins do not interfere with you contacting the Field Supervisor at any time should you need to discuss matters pertaining to the Student Teacher.

IN2听Written Components:

馃搵 Lesson/Learning Plans & Planning Book

• Students Teachers, with the support of their Co-operating Teacher and Field Supervisor, will engage in rigorous activity, lesson/learning and unit planning as appropriate to each placement (see workload schedule)
• Daily planning is an expectation throughout the placement听(and of the profession; Professional Competency 3 = "Plan teaching and learning situations"). Student Teachers are required to write a full plan for each lesson taught, well in advance of the lesson being taught (in case of absence, the Student Teacher should have plans completed and readily available such than another teacher could take over).
• Plans should be submitted to the Co-operating Teacher and Field Supervisor in advance of scheduled teaching observations/evaluations听in order to communicate intended learning and to obtain feedback.
• Templates for and annotated versions of听activity, lesson, and learning plans are available on the ISA website.听Student Teachers should use and build off of these comprehensive templates,听initially and for any observation/evaluation. Depending on the context, Student Teachers may elect to use a condensed format later on for their own planning, if not being evaluated.
• A log of all plans (Planning Book) must be kept up-to-date and readily available for consultation at any time (e.g. by the Co-operating Teacher, Field Supervisor, ISA Office). The Planning Book should contain up-to-date plans for all activities, lessons, and units taught by the Student Teacher, as well as the Student Teacher鈥檚 comments on adjustments or improvements to be made, based on implementation.

馃摀 Weekly Reflection Journal

• The Journal allows Student Teachers to synthesize ideas, thoughts and activities from the week and link practice to theory,听as part of their own best practices in reflective teaching and PC development
• Journal content may be free-form but its tone should be professional (i.e. not that of a personal diary)
• The Journal must be kept up-to-date and readily available for consultation at any time (e.g. by the Co-operating Teacher, Field Supervisor, ISA Office).
• In addition to the Journal, students may choose to keep a personal diary; this document is not shared and is a tool for processing individual feelings and experiences