This is an opportunity for preservice teachers to merge theory with practice in a school setting. With the support of the mentor and practicum advisor, preservice teachers will gain experience in planning instruction, teaching lessons, accommodating and supporting inclusive learning environments to support the needs of all students and begin to develop skills in assessing student learning. 

See the EDUC 3500 Practicum Overview for further information.

To be a mentor teacher you must have:

• your Bachelor of Education (or equivalent)

• your permanent teacher certification 

• a minimum three years of successful teaching experience 

• support of the school administration

Students can have more than one mentor. However, more than two or three can create challenges in getting the student to a 0.5 teaching and in managing expectations. If you are hosting practicum students across multiple programs, please contact edpracticum@rdpolytech.ca for discussion.

The benefits of being a mentor teacher:

• support for your students

• impact the future

• professional growth

• leadership development

Review EDUC 3500 Guidelines and Expectations for further information.

Review the following document for Types of Mentorship and Support.

Please review the EDUC 3500 Professional Growth Plan.

Please review the following documents:

EDUC 3500 Final Evaluation 

Suggested Language to Support Preservice Teacher Development

Completing Final Evaluation (Guidelines for 3500)

If a Notice of Concern (NOC) is completed if the pre-service teacher is at risk of failing or receiving a poor evaluation, not meeting expectations. For further information about this process, please click here.

• Due to the fluid nature of Field Experience placements for Educational Assistant and BEd students across the province, RDP Instructors and Practicum Advisors may engage in virtual observation and support conversations with mentors and RDP students. The virtual observations and conversations will be in place of conducting in-person visits to the school in areas outside of Red Deer. 

• For further information, please click here.

• OBSERVATION AND FEEDBACK TEMPLATES (Google Drive Folder)

• 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.

• B.Ed Student FAQ