One full day per week is dedicated for EDUC 315 starting in September. There will also be weekly seminars. Further information will be available from Faculty Advisors.

The school placement for the two-week practicum usually becomes the setting for the extended practicum. Teacher candidates normally observe various classrooms and settings throughout the school in addition to those of their school advisors.

Typically, teacher candidates observe for the first few days and begin teaching on a gradual basis towards the end of the first week. During the second week, an appropriate minimum teaching workload of 20% (about 1 hour per day) is assigned.

Prior to teaching, teacher candidates are required to prepare and discuss lesson plans with their school and faculty advisors.

Towards the end of the two weeks, school advisors and teacher candidates initiate an ongoing dialogue about the units, themes, and topics that teacher candidates will be responsible for during the extended practicum. During EDUC 321 (Elementary) and EDUC 323 (Middle Years), teacher candidates consult with their school and faculty advisors about both the content and the methods of their teaching assignments so that decisions are approved.

UBC's teacher education program is based upon gradual immersion into teaching responsibilities. During EDUC 315, teacher candidates engage in observation, interaction and reflection with limited instructional duties. The focus for teacher candidates is on cultivating professional understandings toward teaching, learning, inquiry and reflection.

The EDUC 315 experience will vary from school to school. Teacher candidates may expect to take part in several of the following activities:

• visit a district resource centre or teachers’ centre
• observe in classrooms at many grade levels
• spend several days in one classroom
• observe students at work and at play in a variety of contexts, e.g., classroom, gymnasium, playground
• talk with and listen to students
• talk with teachers and other professionals
• read to a group or whole class
• listen to students read and notice their individual use of language
• collect copies or samples of student “artifacts” (drawing, written work) related to classroom activities to assess student learning
• share the lesson teaching with another teacher candidate or with the classroom teacher
• collaborate with individuals or small groups of students
• design and teach a short lesson appropriate to the students’ development and level of confidence (small group or whole class)
• participate in weekly seminars to discuss observations and experiences
• participate in seminars with school and/or district personnel, e.g., teacher-librarian, principal, district coordinators

Evaluation for EDUC 315 will be based on observation of instruction, participation in the above activities, and on full attendance.

In most cases, placements with school advisors will be confirmed by the end of the 2-week orientation experience. Placement decisions are made by faculty advisors in conjunction with school administrators or coordinators and with the program coordinator (Practicum) in the Teacher Education Office.

Occasionally, the initial pairing of a teacher candidate and school advisor during EDUC 315 is not a good fit. Questions/concerns about placements should be brought forward by teacher candidates as early as possible in the program to their faculty advisor and/or the program coordinator (Practicum) in the Teacher Education Office.

EDUC 315 continues after the 2-week school placement; teacher candidates return to attend their schools one day a week until mid-December. Elementary teacher candidates demonstrate readiness for EDUC 418 by having completed one full unit with lesson plans.

Teacher candidates return to their EDUC 315 school placements for one day per week and are assigned similar responsibilities as listed above under EDUC 315. Evaluation for EDUC 321/323 will be based on observation of instruction, participation in the previously-listed activities, and on full attendance.