EDUC 1500 StudentS

EDUC 1500 is 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 (public or accredited private schools), under the guidance of an Alberta-certified teacher who uses the Alberta Program of Studies. Field Experience hours will be 24 hours (8 weeks x 3 hour observations in schools).

See the EDUC 1500 Course Overview for further information.

After the following deadlines have passed, students cannot register in a practicum course, regardless of the seats that may be available. Our registration deadlines exists months before the start of term in order to allow our Ed Practicum Office (CEED Centre) time to properly arrange placements for all of our students. Our practicum placement personnel work diligently to ensure that students have completed all the prerequisites, submitted the required documentation, and are placed in a suitable practicum location. We also work with a large number of practicum partners who require advance notice to be able to locate suitable practicum mentors, verify site eligibility, and provide legal documentation required for placement.

Fall Term: July 1

Winter Term: November 1

**Note: RDP typically does not offer practicums during the Spring term.

If you feel that you have extenuating circumstances, please email edpracticum@rdpolytech.ca to discuss.

1. Confirm the course requirements for your practicum. If you are unsure if you meet the course requirements, see your Academic Planning Guide for your program. It is your responsibility to ensure that you are eligible for your practicum course. Students who are not eligible will be dropped during a routine prerequisite check. If you have not met the prerequisites for your practicum course, you will not have the necessary background to successfully complete your practicum. You will need to defer your practicum to another term. Please reach out to an Academic Advisor in our Student Connect Centre at www.rdpolytech.ca/advising to discuss. If you make any changes to your registration that may affect prerequisites, you must inform the Ed Practicum Office (CEED Centre) at edpracticum@rdpolytech.ca.

2. Submit the Practicum Request Form. After the registration deadline has passed for the term, students who are registered or waitlisted in a practicum course will be emailed (via RDP email) a Practicum Checklist, which will include the Practicum Request Form. This form is used to initiate the placement request process for your practicum. If the information that you provide in your Practicum Request Form changes between the submission deadline and the start of practicum, this may require that you postpone practicum to a later term. 

** If the information that you provide in your Practicum Request Form changes between the submission deadline and the start of practicum, this may require that you postpone practicum to a later term.   

3. Review the B.Ed Required Documents webpage for information about the different documents required for practicum and how to submit these documents to our office.

4. Review the following documents:

   • EDUC 1500/2500 Preparing for Field Experience

   • B.Ed Student FAQ

   • Alberta Teachers' Association Code of Conduct

5. Check your RDP email (@rdpolytech.ca) on a frequent basis! Your RDP email (available through the Loop) is activated within 24 hours of registration in classes. If you do not have access to your RDP email, contact RDP IT Services immediately. You will receive a communication from the CEED Centre (edpracticum@rdpolytech.ca) with information regarding your placement. Students will be advised of their practicum placement a few weeks before the beginning of the placement start date. Flexibility with confirmation is required as the CEED Centre  works with a large number of division partners to determine successful placements.  

6. Carefully review the information that has been provided in the sections below in further preparation for your practicum placement.

Role and Responsibility 

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 pre-service teacher is based on some key principles:

• still have much to learn about putting their knowledge to work

• develop their own teaching styles over time

• develop active listening and consultation skills

• are committed to reflective practice

• develop observation and analytic strategies to enhance their teaching effectiveness

The responsibilities of the pre-service teacher are to:

• prepare and implement a growth plan for their practicum experience

• develop his or her own capacity for self-directed problem-solving and learning

• maintain a relationship with the mentor consistent with the Code of Professional Conduct

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. Please review the following for further information:

• Field Experience 1500 Reflections

• Field Experience 1500 Overview of Reflection Process

• Field Experience 1500 Observation Tasks

Growth Plan

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 Practicum Growth Plan (PGP) is a formative tool providing feedback and focus for learning during practicum. 

Please review the following for further information:

• EDUC 1500 Professional Growth Plan

Absenses

• It is important that students keep space in their timetable to attend the placement school for the scheduled field experience. 

• Students should avoid scheduling appointments during these hours. 

• A schedule will be set between the student, the mentor teacher, and the instructor. 

• Absence concerns will be addressed with each student. Lack of attendance may impact the student’s ability to successfully complete the course. 

• Students must contact the placement school and their instructor to inform them of any absences in advance.

Snow Days & Bus Cancellations

If the buses are not running but schools are open, this means that the teachers who can get to school safely will and teachers who cannot get to school safely will not. Professional and personal judgement comes into play here for you. 

In ATA contracts, there is an expectation that teachers make a reasonable effort to attend work. Pre-service teachers may not go in, they may go in later in the day as the road conditions and weather clear up, etc. Whatever the choice is, pre-service teachers must communicate with the mentor teacher and instructor and make the best decision for their safety.  

• B.Ed Student FAQ

• 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