EDUC 2500 Instructor and Mentor Teacher

EDUC 2500 is an opportunity for students to observe and work within diverse environments with children and adolescents. Supporting social inclusion and engagement is explored within the context of positive interactions and relationship development addressing  the diverse and contextual needs of learners. This field experience has a focus on learning support for students in classrooms. 

• Students will be placed in groups of 2 per classroom as appropriate to the school context. 

• This time will be used to support student learning, one on one, or in small groups with learning interventions to support the classroom teacher.

• Intervention support strategies will be coached by the mentor teacher. As well, knowledge and skills on intervention support will come from EDUC 2500 course outcomes.

• EDUC 2500 students will complete a class diversity profile as part of their course requirement. 

• At the end of the EDUC 2500 field experience, pre-service teachers will complete a self reflective evaluation. There is an opportunity for the mentor (supervising) teacher to comment on the pre-service teacher’s areas of strength and areas for growth.

Field Experience hours will be 24 hours (8 weeks x 3 hour observations in schools). See the EDUC 2500 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

1. The Professional Growth Plan (PGP) 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 EDUC 2500 Growth Plan.

To access the EDUC 2500 Field Experience Self Reflection, 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