EDUC 1500 Instructor and Mentor Teacher

An introduction to education and learning with an emphasis on exploring teaching in contemporary society through different contexts and perspectives. Students will learn to apply strategies and skills to support student learning through authentic experience in K-12 learning environments. Field Experience hours will be 24 hours (8 weeks x 3 hour observations in schools).

See the EDUC 1500 Course Overview for further information.

Role and Responsibility of the Mentor

Adapted from: Lipton, L. & Wellman, B. (2003). Mentoring Matters: A Practical Guide to Learning-Focused Relationships, 2nd Ed. Sherman CT. MiraVia, LLC

The role of the mentor teacher:

• understand the typical needs and challenges of the new teacher

• develop and use a variety of strategies to assist the new teacher

• prepare themselves for effective one-on-one consultation with individual teachers

• initially focus their efforts in areas known to be difficult for new teachers

• develop strategies for supporting the new teacher within the school/division context

The responsibilities of the mentor teacher is to:

• encourage and support the pre-service teacher

• maintain a relationship with the pre-service teacher consistent with the Code of Professional Conduct

• model and demonstrate effective teaching strategies

• observe and provide feedback to the pre-service teacher

• assist the pre-service teacher in identifying personal strengths and planning for further professional growth

• Types of Mentorship and Support

• Suggested Language to Support Preservice Teacher Development

Field Experience Journal

The field experience journal will be a series of reflections (interpreting, questioning, documenting your insights about the nature of teaching) of what you have seen, done and learned in your practicum. Entries will include observations (with specific guiding questions) to help you reflect deeply about teaching and learning. You should also examine your own decisions and actions, question your effectiveness as well as what you might have done differently in personal teaching situations. For additional information, please review the following:

• Field Experience 1500 Reflections

• Field Experience 1500 Overview of Reflection Process

• Field Experience 1500 Observation Tasks

Professional Growth Plan (PGP)

1. The growth plan should be completed in collaboration between the student and faculty (instructor). 

2. The goals should guide the focus for the term (areas of strength and areas for growth). Here are some questions to help guide the process: 

   1. • What are my goals?  

      • How am I going to reach those goals?  

      • How do I know I have reached my goals?  

3. Continual conversation between the Student, Mentor and Faculty regarding the growth plan is necessary to be sure that learning and reflection on the identified goals. 

4. Detailed strategies are beneficial for growth. 

5. The professional growth plan will help to inform the Evaluation. 

6. The PGP is a formative tool providing feedback and focus for learning during practicum. 

For further information please review the following document:

• EDUC 1500 Professional Growth Plan

To access the EDUC 1500 Field Experience Evaluation, click here.

A Notice of Concern (NOC) is completed within the first few weeks of the practicum placement. 

1. This process is completed if the pre-service teacher is at risk of failing or receiving a poor evaluation, not meeting expectations

2. Common reasons for receiving a NOC:

   • Lack of or poor daily lesson planning

   • Lack of professionalism

   • Lack of proficiency in any of the evaluation categories

3. To avoid the process of enacting a NOC, communication is vital between the pre-service teacher, mentor teacher and Faculty about expectations.

4. Communicate with the Practicum Facilitator as soon as possible if a NOC is being considered.

• Alberta Teaching Quality Standard

• Alberta Teachers' Association 'Taking Flight' Field Experience Support

• Suggested Language to Support Preservice Teacher Development 

• ATA Online tool to support learning of the competencies

• Key Education Resources (Professional Resources) 

• Hozebin, C. C. (2018). Structured Post-Observation Conversations and Their Influence on Teachers’ Self-Reflection and Practice. Delta Kappa Gamma Bulletin, 85(1), 45–58.

• Observation and Feedback Template

• B.Ed Student FAQ