Mentor Teachers & School Coordinator Information

Roles and Responsibilities of a Mentor Teacher

Provide pre-service teachers with:

• • • a designated workspace 

    • advanced notice of teaching, supervision, and extra-curricular responsibilities 

Coach pre-service teachers in:

• • • planning, organizing and managing instruction

    • determining lesson plan and unit plan (AFX only) format and expectations

    • obtaining instructional resources and materials

    • understanding Alberta Education documents and expectations

    • assessing and evaluating student achievement

    • using effective teaching strategies and skills

    • managing a positive learning environment

    • establishing relationships with students, parents, and colleagues

    • understanding professional conduct, responsibilities, and obligations

    • developing reflective practice

    • developing strategies for effective supervision (in conjunction with the school coordinator)

Assess pre-service teacher progress 

• • • reviewing the growth plan and providing feedback (IFX Day 10 - AFX Day 10 & 25)

    • preparing a draft of the final assessment in collaboration with the pre-service teacher

    • submitting the final electronic copy to the university facilitator

Volunteering To Mentor a Pre-service Teacher

If you wish to mentor a pre-service teacher, share your interest with the principal and/or school coordinator at your school. School coordinators will register all mentor teachers by completing the online registration. Please be aware that if you have vacation days booked during an IFX or AFX practicum, this may not be an appropriate term to volunteer as a mentor. 

For more information, please contact a placement coordinator.

Supporting Pre-service Teachers

General expectations of pre-service teachers. The University of Alberta expects IFX & AFX students to:

• Adhere to the ATA Professional Code of Conduct at all times

• Provide an introduction and emergency contact information prior to the field experience

• Be present on all school days (AFX students are only allowed three days of unavoidable absence without jeopardizing their field experience. IFX students are allowed two days of unavoidable absence.)

• Prepare detailed plans for all lessons in a timely fashion

• Engage in ongoing professional conversations

• Attend all meetings initiated by mentor teacher, university facilitator, and/or field experience associate

• Assume responsibility for an extra-curricular activity within the school community (AFX). Contribute to an extra-curricular activity within the school community (IFX)

• Assume responsibility for (0.8 FTE - AFX) (0.5 FTE - IFX) of the teacher’s assignment by the sixth week (AFX) or midpoint (IFX) of the field experience

• Plan, develop, and deliver a minimum of one complete unit of study (including the assessment of students - AFX only)

• Demonstrate competency in each of the categories identified in the final evaluation form

Providing Feedback to Pre-service Teachers

A mentor teacher’s feedback is critical to the success of the pre-service teacher.

• Feedback is most meaningful when there is an atmosphere of positive collegiality.

• Observe pre-service teachers, in a variety of different contexts with a variety of different students.

• Provide regular oral and written feedback.

• Feedback should be descriptive and specific. Be clear on what the pre-service teacher is doing well, as well as areas of potential growth.

• Feedback should be based on the competencies required of students (as described in the assessment documents).

• Mentors should expect to see the pre-service teachers use feedback provided in planning, instruction, and developing positive school relationships.

• Be careful not to overwhelm the student teacher with too much feedback at once.

• Focus on one area at a time, building to a comprehensive evaluation at the end of the field experience.

• Based on feedback received throughout the field experience, pre-service teachers should be well aware of strengths and weaknesses indicated on the final evaluation document.

For IFX

The IFX is an integral part of the field experience continuum.  The IFX final assessment document identifies areas of strength and areas for growth to assist student teachers in being successful in their AFX placements.

• The final assessment form can be found under the Forms tab on the website. 

• Feedback provided throughout the field experience should be considered when completing the final assessment. 

• The competencies listed on the document act as a guide in the assessment process.

• Use the Suggested Language to Support Pre-service teachers Development document (website forms tab).

For AFX

The final evaluation document serves as a summative evaluation of the pre-service teacher's field experience.

• Evaluation documents can be found under the website forms tab.

• Feedback provided throughout the field experience should be considered when completing the final evaluation.

• The competencies listed on the document act as a guide in the evaluation process. Each category must be addressed, but mentor teachers do not have to explicitly reference each. 

• Utilize specific examples from classroom teaching, extracurricular activities, and/or interactions with staff, parents, and students, wherever possible.

• Please remember that student teachers will be using these documents to apply for professional positions. Use formal, academic language.

• Ensure each section is filled out thoroughly, providing detailed information.

• Create the evaluation document in consultation with the student teacher and the university facilitator, as appropriate.

Dealing With Issues

General Concerns

Pre-service teachers should begin by discussing the problem with their mentor teacher. If it cannot be resolved at that level:

• AFX & IFX students should make contact with their university facilitator. If the problem is still not satisfactorily resolved, the pre-service teacher should then contact their zone field experience associate.  

Targeted Improvement Plan (TIP) 

Pre-service teachers are developing as professionals.  As such, individuals may require varying degrees and types of support to be successful in their field experience.  However, it is expected that pre-service teachers and mentor teachers discuss and analyze plans, lessons taught, teaching strategies, classroom management, etc. on a regular basis.  Occasionally, a pre-service teacher may not progress as expected and may fail to address the weaknesses in their performance as identified by their mentor teacher.  To clearly identify these concerns, a Targeted Improvement Plan should be issued.

A Targeted Improvement Plan (TIP) is a formal tool used to identify and emphasize areas requiring improvement and establishes a plan to deal with areas of significant weakness. Typically, the TIP is administered in cases where persistent problems have not been addressed, despite sufficient feedback from the mentor teacher and university facilitator.

While serious, the document is not intended to be punitive, and should focus on the improvements required to be successful. The document should identify:

1. The specific areas of practice that need to be dealt with.

2. A detailed plan for addressing the problem areas.

3. A description of what will be considered an acceptable level of improvement.

4. A target date for improvements (usually 3-5 days from issuance of TIP).

The mentor teacher usually initiates the TIP, with the support of the university facilitator (UF) as required. The UF and the mentor teacher should meet to issue the TIP to the pre-service teacher, The school coordinator and/or field experience associate may also be involved, if desired. The TIP is stored in the student’s file at the university, but does not become part of their permanent record.

If you do not satisfy the terms of the TIP in the prescribed period, various options can be considered including the issuance of a second TIP, the extension of the target date, course failure, or the early termination of the placement. In these cases, the mentor teacher should consult with the UF and/or FEA.

Termination Policy

While the vast majority of our students are successful in their field experience, we recognize that very occasionally a student’s involvement may in some way negatively impact the school community significantly enough that the placement should not continue. We respect that school principals must act in the best interest of their school communities and that they are able to unilaterally terminate a placement at their discretion.

Field Experience Intervention Policy

The Dean, or designate acting on behalf of the Dean, may immediately deny assignment of a student or withdraw a student from, or vary terms, conditions or site of a field experience placement if the Dean or designate has reasonable grounds to believe that this is necessary in order to protect the public interest.  Please refer to the Field Experience Intervention Policy for further information.

Appeals

Advice on the preparation and submission of appeals is available from the Director of Support, Undergraduate Student Services, Faculty of Education and from Student OmbudService.  

Please refer to the Academic Appeals Policy for further information.

Information on SMTP (Supporting Mentor Teachers Project)

Frequently Asked Questions

How are pre-serviced teachers placed (what are the criteria)?

Program match is of most importance when placing pre-service teachers. Secondary students are generally placed with their major and minor subject areas. Elementary generalist students are placed in grades K-6. For elementary students, we match students to schools. Schools will, in turn, match students with teachers depending on classroom needs. When those priorities are met, the placement coordinators will then consider student preferences and the area in which they live. Every effort is made to place pre-service student teachers in cohorts of at least 2 in a school. 

Can pre-service teachers do their student teaching in the high school that they attended?

It is possible for a pre-service teacher to be placed in their high school if five years have passed since they have graduated.

How do I register for a pre-service teacher?

Registration for a pre-service teacher can be done through your school coordinator. The mentor teacher registration forms are available on the website.

Who should I contact if I encounter serious problems during the field experience?

If a mentor teacher encounters a serious problem with their pre-service teacher they should discuss the problem with their university facilitator or their field experience associate.

Who should I contact if a pre-service teacher decides to withdraw from the field experience?

If problems arise prior to or during the field experience which necessitate withdrawal from the placement, please advise the university facilitator or field experience associate immediately.

Registering mentor teachers (local placements only)

Registration is a three-step process:

1. Distribute registration forms to teaching staff keeping in mind that the school principal needs to approve mentor teacher candidates.

2. Have potential mentor teachers complete forms and return them to you; and

3. Share or email these forms to the appropriate placement coordinator.

A few things to consider when registering:

• We prefer placing at least two pre-service teachers at a school;

• Please encourage teachers requesting a 25-day IFX student to consider taking two pre-service teachers, and ensure this is indicated as an option on the mentor teacher registration form;

• If your school wishes to request a specific pre-service teacher this may be done through the "Principal's Request Form" (available here). This should be done by the deadline for the applicable term.

Viewing placement information:

• AFX & IFX placements are released late September for fall term placements and late January for winter term placements.

• This placement information (name of pre-service teachers assigned to your school) will be shared to school coordinators and principals through email.

School coordinators are responsible for recruiting and registering mentor teachers for each term.  As well, school coordinators are responsible for welcoming and providing information and orientation for the pre-service teachers within their school. 

School Coordinator Roles & Responsibilities

• Identify and recruit potential mentor teachers and verify principal approval for each teacher.

• Provide information to pre-service teachers before the first orientation day about when to arrive, where to park, where to check in, where to gather.

• Check in on pre-service teachers weekly to see if any additional support is required.

• Ensure pre-service teacher emergency contact information, Police Information Check & Alberta intervention Record Check have been recorded.

• Coordinate introduction of pre-service teachers to the school environment and staff.

• Provide pre-service teachers with an orientation to school routines; i.e., attendance, emergency procedures, policies, provide copier codes, keys, school handbook, school map.

• Confirm pre-service teachers & University Field Experience representatives have school network/Wi-Fi access.

• Provide support for University Facilitators when visiting the school.

• Support mentor teachers where necessary.

• Communicate with the University Facilitator (AFX) and/or Field Experience Associate (IFX) regarding school based emerging circumstances and protocols.

• Assist pre-service teachers with extracurricular involvement where necessary.

• Facilitate inter-classroom visitations where applicable.

Co-Curricular/Extra-Curricular Involvement & Supervision

It is the University of Alberta’s expectation that pre-service teachers become involved in the culture and community of their placement school, acknowledging that much of a teacher’s job occurs beyond the four walls of the classroom. This extra-curricular involvement may occur in a number of different ways, depending on the established context of the school, and should not be considered an "additional” obligation. It is another opportunity to understand, and to partake in, the myriad roles teachers play in schools. School coordinators will be able to assist pre-service teachers in establishing appropriate opportunities for involvement (assisting in organizing a school concert, assistant coach, etc.). While IFX students may take a more participatory role, AFX students should take a stronger leadership role in the activity.

While extra-curricular involvement is an essential and integral part of the pre-service teacher's experience, it should not preclude the importance of classroom teaching.

Supervision

Supervision of students during non-instructional time is an important facet of a teacher's role.  Thus, it is important that a pre-service teacher assume some responsibility for student supervision.

Just as classroom teaching requires a particular skill set, so does effective student supervision.  At the beginning of the field experience, supervision should be a shared responsibility between the mentor teacher and the pre-service teacher.  Mentor teachers should model appropriate management strategies for the supervision context.

Over the course of the field experience, more responsibility may be given to the pre-service teacher gradually releasing that responsibility to the point that student teachers may supervise independently.  While the pre-service teacher may be supervising independently, the mentor teacher should always be readily available for assistance should some difficulty arise.

Mentor teachers, school coordinators, and administrators should use professional judgement when releasing supervision responsibilities to pre-service teachers.  There may be higher risk activities (field trips, CTS components, physical education activities) during which it is advisable that the mentor teacher be present.

It is important to remember that pre-service teachers should not assume more supervision time than what is regularly expected of a mentor teacher.

Orientation Days

Suggestions to ease the impact of organizing the guided orientation days: 

• Put 2-3 students together for each orientation activity;

• Share the organization of activities with other staff members;

• Use a daily planner to chart activities for the student teachers to manage their own activities during the day. This will be particularly appropriate during Weeks 2-3 when the pre-service teachers are more familiar with the school. The schedule could be handed out to student teachers during a morning meeting so that they can self-direct their activities throughout the day.

Frequently Asked Questions

Why didn’t my mentor teachers receive pre-service teachers this year?

We do everything we can to facilitate placements for mentor teachers who request a pre-service teacher. The first priority, however, is program match. Next, we look at distance from the pre-service teacher's residence and special requests. If a pre-service teacher in your area does not meet those criteria, it is possible a match cannot be made.

What should IFX students do on their orientation days?

Orientation days are intended to help student teachers become comfortable with the school environment, routines, and expectations. Giving pre-service teachers a tour of the school, providing them with a school handbook, and arranging for them to visit a variety of classrooms are valuable activities for them to engage in.

What should we do if a pre-service teacher is struggling in the placement?

Contact your university facilitator. If necessary, a Targeted Improvement Plan should be put into place.

What if a pre-service teacher is frequently late or absent?

Attendance and punctuality are fundamental expectations of the IFX/AFX field experience.  If students are late on a regular basis, this could jeopardize their field experience. IFX students are permitted two unavoidable absences; AFX students are permitted three.  

When pre-service teachers are absent, they are expected to contact their mentor teacher/school coordinator/university facilitator as soon as possible. Pre-service teachers are responsible to provide detailed lesson plans if their absence falls during their assigned teaching time.

If pre-service teachers are absent beyond the prescribed limits, they should discuss their absences with their mentor teacher and university facilitator.