Elementary & Middle Years School Administrator Resources

 

Practicum Overview

The orientation practica are designed to introduce teacher candidates to the practice and contexts of teaching and learning. Initially, emphasis is placed on orientation to the school setting. Then, the focus shifts to assuming a gradual increase in teaching responsibilities.

The 10-week extended practicum provides teacher candidates with opportunities to demonstrate that they are capable of assuming the responsibilities expected of a beginning teacher. Immersion into teaching is gradual, permitting teacher candidates to assume increasing responsibility as they demonstrate proficiency.

The Community Field Experience (CFE) is a mandatory component of the BEd program. Based on the benefits of teaching and learning in a variety of contexts, this three-week experience is arranged in school and community sites. We hope teachers working in libraries, resource rooms, support centres and/or special education classrooms consider this opportunity.

2016/17 Practicum Timelines:

Practicum

Dates

EDUC 315: Orientation Practicum I September 29 – December 15, 2016 (Thursdays)
October 31 – November 10, 2016 (2 weeks)
EDUC 321/323: Orientation Practicum II January 5 – March 9, 2017 (Thursdays)
EDUC 418/419: Extended Practicum March 27 – June 2, 2017 (10 weeks)
EDUC 430: Community Field Experience (CFE) June 5 – 23, 2017 (3 weeks)


2017/18 Practicum Timelines:

Practicum

Dates

EDUC 315: Orientation Practicum I October 5 - December 7, 2017 (Thursdays)
November 14 - November 24, 2017 (2 weeks)
EDUC 321/323: Orientation Practicum II January 11 - March 15, 2018 (Thursdays)
EDUC 418/419: Extended Practicum April 3 - June 8, 2018 (10 weeks)
EDUC 430: Community Field Experience (CFE) June 11 - June 29, 2018 (3 weeks)

Teacher candidates undertake practica (Orientation I, Orientation II & Extended) with the same school advisor.

Cohort Descriptions

Arts-Based & Creativity (ABC) Cohort

While becoming qualified to teach all elementary grades, K to 7, the focus of ABC, Arts-Based & Creativity, is on inquiring into education through the practices of teachers and artists. Instructional leaders in the cohort include specialists in music, art and drama. A background in visual or performing arts is not necessary, but a passion for the arts is an asset. Teacher candidates will be encouraged to develop their own philosophy of teaching in an atmosphere enriched through exposure to arts-based instruction.

Practicum placements are in Delta or Vancouver schools.

Community of Inquiry in Teacher Education (CITE)

The CITE cohort embodies community oriented inquiry in teacher education in four ways:

A community of learners
The CITE community is a collaboration of teacher candidates and instructors.
School-based coursework
Some courses are undertaken within a school.
District level participation
The Richmond School District embraces innovation. CITE works in partnership for various initiatives, including inquiring into the integrated use of technology.
Recursion and growth
CITE is also a far-reaching community composed of current students and past graduates who are now teachers.

Further details

Practicum placements are in Richmond schools.

Elementary French Specialists — Core French/French Immersion

This cohort is designed for teacher candidates who speak and write French and wish to specialize in teaching French Immersion, Core French or Intensive French at the elementary level. Most courses are delivered and assignments are completed in French. This allows teacher candidates to continue to develop their proficiency while in the program. All Grades 5 to 8 teachers in British Columbia may teach Core French (usually taught as two lessons per week); whereas, French Immersion and Intensive French are programs of choice in which French is the language of instruction.

Admission into the cohort requires successful completion of the French Language Appraisal (FLA) or Diplôme d’études en langue française (DELF) so as to ensure success in French coursework and to provide appropriate language modelling to students during practicum. Learn more about the Language Proficiency Assessments.

Learn more

Practicum placements are in Burnaby, Coquitlam, Delta, Langley, New Westminster, North Vancouver, Richmond, Surrey, Vancouver, or West Vancouver schools.

Indigenous Education

This Indigenous Education cohort is open to all teacher candidates who are keen to develop deeper understandings and innovative approaches that advance Indigenous education perspectives, content, and pedagogies in teaching and learning. This thematic cohort aims to prepare teacher candidates for the changing educational landscape that prioritizes Canadian Indigenous education in the curriculum, practices, and policies of schooling, and to work respectfully with parents, Indigenous community members and organizations.

Practicum placements are in Delta, North Vancouver, or Surrey.

International Baccalaureate – Primary Years Programme (IB-PYP)

Teacher candidates selecting this cohort have an interest in an international education that is concept-based, inquiry-driven and student-centred. Guided by key concepts and transdisciplinary themes, teachers create enriching, hands-on learning opportunities that promote discovery, exploration and thinking about real-world issues.

This elementary cohort focuses on the IB Primary Years Programme in Grades 1 to 7.

Please note that there is a mandatory orientation session during the week before the program begins in September.

Learn more

Practicum placements for the elementary IB cohort are in authorized IB World Schools in the Fraser Valley (Abbotsford or Maple Ridge) or the Lower Mainland (Delta, Surrey, North Vancouver, Vancouver, or West Vancouver).

Kindergarten — Primary Program (KIPP)

While becoming qualified to teach all elementary grades, K to 7, teacher candidates in the Kindergarten – Primary Program Cohort develop expertise in meeting the needs of learners in Kindergarten through Grade 3 (ages 4 to 9 years). Cohort instructors highlight issues in Kindergarten–Primary education course work, and teacher candidates become aware of current research regarding developmentally-appropriate practices in supporting young childrens’ learning.

Practicum placements are in North Vancouver, Vancouver, or West Vancouver schools.

Middle Years - Self Regulated Learning (MY/SRL)

This cohort emphasizes teaching students in Grades 6 to 8 (ages 11 to 14 years). The middle years school setting celebrates adolescents’ talents and supports their learning during important transitional years. This context enables students to gradually prepare for the demands of the secondary school while recognizing their unique developmental needs.

Teacher candidates also learn how to promote self-regulated learning by involving students in making choices, controlling challenge, evaluating learning, and collaborating with peers. The SRL model occurs in the context of professional workshops, practicum placements, and the inquiry seminars. Teacher candidates are also encouraged to make connections to SRL in their curriculum courses.

Practicum placements are in Coquitlam, Langley, or New Westminster schools.

Montessori

The focus of this cohort is developing preliminary understanding about the Montessori approach to education, a child-centred approach wherein children develop cognitively and socially through direct experience within their learning environment, learning independently but with guided support from their teacher. Teacher candidates will work with children aged 6 to 12 in Montessori classrooms in public schools throughout the Lower Mainland.

Those who wish to have their BEd program recognized towards continuing Montessori professional development will register in an additional 6 credits of Montessori coursework and complete a pre-program Introduction to Montessori Foundations online course that can be completed at one’s own pace between May-August and one on-campus course at UBC in late August. These courses and the BEd practicum will be recognized as a partial laddering towards an AMS credential should the teacher candidate wish to continue their professional development by enrolling in an AMS-affiliated Montessori Teacher Education Program.

Learn more

Practicum placements are in Coquitlam, New Westminster, Richmond, Surrey, or Vancouver schools.

Social and Emotional Learning (SEL)

Teacher candidates experience the regular Teacher Education program with a special emphasis on Social and Emotional Learning (SEL). Research demonstrates the significant role of social and emotional learning in promoting the healthy development and academic achievement of all students. SEL emphasizes active learning approaches and a teaching practice that foster positive attitudes, behaviours and thinking processes in students.

Practicum placements are in Delta, Langley or Surrey schools.

Teaching English Language Learners Through a Cross-Curricular Case-Based Inquiry Approach (TELL-3C)

Members of the TELL-3C cohort prepare to work effectively with elementary-age learners for whom English is an additional language using an innovative educational strategy that weaves problem–solving and critical thinking into content knowledge through the use of real world problems and situations.

TELL-3C-logo_200

UBC instructors use case study methods to expertly guide teacher candidates to develop inquiries into pedagogy, curriculum, learning, and the profession of teaching. Additional emphases include ways to use multilingual, multimodal, and multicultural ways of meaning-making that learners bring to the classroom; working as a school resource for English language learners; teacher collaboration; and advocacy work for this population.

Practicum placements are in Burnaby, Richmond, or Vancouver schools.

Expression of Interest

It is our hope that everyone involved will discuss the names of interested teachers sent to The University of British Columbia. Teachers listed on the Expression of Interest application should be willing participants with a genuine interest in mentoring teacher candidates. They should fully realize the importance of their role in providing a classroom to allow the teacher candidate to instruct students, and as well, provide verbal feedback and written evaluation reports on a weekly basis. Finally, potential school advisors should be experienced instructors with a minimum of four to five years in the classroom.

Please encourage staff members to review cohort choices for the district. When submitting the online application, please prioritize your cohort preferences. Schools with greater numbers of potential school advisors have a better chance of receiving teacher candidates. Typically, we prefer to place at least three teacher candidates at each school site.

Apply

Community Field Experience (CFE)

After the 10-week Extended practicum, all students will proceed to a three-week Community Field Experience (EDUC 430). While the CFE is slated for many locations outside of the traditional school setting, it also offers many opportunities for potential placements within schools. Teachers who are interested in this experience may be working in special education, resource and skills, gifted education, library, project-based activities or other programs specific to your particular school (e.g., academies, outdoor education programs, etc.).

Additional information can be found on the CFE website .

CFE Expression of Interest Form

If CFE opportunities are available at your school, we would love to hear about them! More importantly, it is vitally important that our teacher candidates have the opportunity to find out about possible CFE placements at your school. With that in mind, we would greatly appreciate it if you (or the teacher(s) in charge of the particular CFE opportunity) would take a moment to complete the official CFE Expression of Interest (EOI) online form. Once this has been completed our incoming teacher candidates will all be able to visit our CFE website and read a little bit about the opportunities available to them prior to submitting their official choices for CFE placements.

Please submit a separate expression of interest form for every potential CFE opportunity at your school.

School Advisor Resources

In the past the UBC Teacher Education Office has provided all schools/school advisors with print copies of our handbooks, and CD resources. In the spirit of sustainability we moved all documentation to electronic format in 2014.

Bachelor of Education Program Policies and Guidelines

Bachelor of Education Program Practicum Guidelines

School Advisor Resource Blog

UBC Teacher Education Viewbook: