Bachelor of Education Practicum Handbook, 2026/27

• Bruce Alexander, Placement Officer
  • Avon Maitland DSB
  • Bluewater DSB
  • Bruce Grey CDBS
  • Huron Perth CDSB
  • London District Catholic SB
  • Thames Valley DSB
  • Waterloo CDSB
  • Waterloo Region DSB
• Laura Romano, Placement Officer
  • Halton CDSB
  • Hamilton-Wentworth CDSB
  • Hamilton-Wentworth DSB
  • Six Nations Schools
  • Peel DSB
  • Dufferin-Peel CDSB
• Leslie Newman, Placement Officer
  • Upper Grand DSB
  • Brant Haldimand Norfolk CDSB
  • Grand Erie DSB
  • Wellington CDSB
  • Halton DSB

To be accredited by The Ontario College of Teachers (OCT), each Teacher Candidate (TC) enrolled in the Primary-Junior program must have a Primary and a Junior placement. TCs enrolled in the Primary-Junior FSL program must have a Primary and a Junior placement, including a placement in a French classroom. TCs enrolled in the Junior-Intermediate program must have a Junior and an Intermediate placement.

Laurier’s Bachelor of Education program is based on a Professional Development School (PDS) model. The Laurier PDS model provides opportunity to develop meaningful and sustained partnerships among TCs, Laurier faculty, and educators in partnering schools. TCs are placed in one Partner School for their practicums for a full year. TCs are placed in one Partner School for Year One and another school for Year Two. Such a model affords TCs the opportunity to establish close, personal, and interactive professional relationships with school personnel and communities.

TCs acquire and refine the skills of teaching and learn first-hand from OCT qualified teachers what it means to be a classroom teacher and contribute to student learning and school improvement. TCs become partners with school staff to improve student achievement and development as they link the theory from their university classes to what they experience in the schools and conversely reflect on school experiences in coursework.

Laurier's Faculty of Education has partnered with the following school boards. These are the only boards where Laurier students can be placed for their practicum placements.

*Teacher Candidates (TCs) are not to arrange their own practicum placements.

• Avon Maitland DSB
• Bluewater DSB
• Brant Haldimand Norfolk Catholic DSB
• Bruce-Grey Catholic DSB
• Dufferin-Peel DSB
• Grand Erie DSB
• Halton Catholic DSB
• Halton DSB
• Hamilton-Wentworth Catholic DSB
• Hamilton-Wentworth DSB
• Huron Perth Catholic DSB
• London District Catholic DSB
• Peel DSB
• Six Nations Schools
• Thames Valley DSB
• Waterloo Catholic DSB
• Waterloo Region DSB
• Wellington Catholic DSB

Through sustained involvement in a partner school, a Teacher Candidate (TC) can establish close, practical, and interactive professional relationships with students, school personnel, and broader communities. As such, TCs learn to advance student achievement, acquire, and refine the skills of teaching and learning, and contribute to school improvement.

Each practicum includes both a block placement as well as one day per week in the Partner School.

TCs have four practicum placements in partner schools over the two years of the Bachelor of Education program. Initially, TCs spend time observing different teaching techniques, classroom management strategies, and school procedures. There is an expectation the TCs will support student learning as they observe the day-to-day organization of their classroom. Over the series of practicum placements, there are increased expectations of planning and teaching lessons for individual, small, and whole class groups.

Placements are arranged by the Practicum Officers and/or placement offices in our partner boards. The practicum team and board placement offices are solely responsible for all aspects of the placement process, including identifying possible placement schools, contacting schools, speaking with school administrators and teachers and arranging a placement for each TC. TCs are not to contact/arrange their own placements. TCs must not have conversations with schools about being a partner in our program. Placements will be confirmed by the Practicum Office on a specified date in collaboration with local school boards.

In addition to the practicum placements, Year One Teacher Candidates (TCs) have the option (pending Laurier governance approval) to participate in an additional Alternative Placement. It is a two-week placement that occurs at the end of Term Two, or it can be completed using an equivalent number of hours (60 hours) during the school year in Year One. TCs work in a voluntary capacity in various contexts where learning takes place (e.g., childcare centres, rehabilitation centres, museums, outdoor education centres). TCs may also participate in faculty-planned international or other intercultural teaching opportunities. The Alternative Placement provides TCs with valuable field experience that may not be available through Laurier Partner Schools.

All further information regarding the Alternative Placement can be found in the Alternative Placement Handbook. The Alternative Placement Handbook is available to students on Navigator under Bachelor of Education > Resources. Others who wish to receive a copy of the Alternative Placement Handbook can email: edupracticum@wlu.ca.

Teacher Candidates (TCs) must successfully complete each practicum as well as the Alternative Placement before graduation. Any unsuccessful or incomplete practicum must be addressed according to the guidelines outlined in this handbook and the Bachelor of Education Program Handbook.

Teacher Candidates (TCs) spend one day each week throughout the year in partner schools while academic classes are in session. These days occur on Mondays. Please refer to the Year One and Year Two Practicum Schedules in this handbook for details and some exceptions to this schedule. Principals and/or Associate Teachers (ATs) determine the types of experiences TCs will encounter during these practicum days.

As the primary focus of these days is for the TC to prepare for the block, spending time in the practicum classroom allows them to get to know the students in the class, understand classroom routines, and observe the classroom teacher. TCs can also spend some of their time during these days on the broader school context in addition to individual classrooms and students. Examples of other kinds of experiences in which a TC could participate on weekly practicum days are outlined below. Practicum days that occur after the teaching block can include continued teaching in conjunction with the AT. These days are not 'observation' and TC participation on these days should be included in the Summative Evaluation for the practicum.

• Provide support within specialized programs and/or settings within the school (e.g., enrichment area, resource, specialized literacy).
• Assist with extra-curricular activities, clubs, and groups.
• Plan and participate in school assemblies, with school staff support.
• Take an active role in special days and school events.
• Become familiar with school-based programs and assist as appropriate (e.g., reading programs, anti-bullying programs, environmental programs).

The practicum is an essential component of the Laurier Teacher Education Program which focuses on developing pedagogical skills and professional knowledge. These practicums help Teacher Candidates (TCs) accomplish the following:

• Forge connections between theory and practice.
• Integrate and apply knowledge.
• Apply skills from academic coursework to meet student needs.
• Work collaboratively with other professionals to improve student learning.

As TCs move from Practicum One to Practicum Four/Five they become less dependent on their Associate Teacher (AT) for support and move from observation only to teaching the class 100% of the day.

Practicum One includes both a three-week block as well as one day per week in the Partner School.

The primary purpose of the weekly days is to prepare for the upcoming practicum block (observing, assisting). The days after the block may include responsibility for teaching under the direction of the Associate Teacher (AT). These days may also enable the Teacher Candidate (TC) to develop ongoing relationships with the school staff and become involved beyond the practicum classroom throughout the year.

TCs begin the block in observation and work up to assuming responsibility for teaching approximately 50% of the AT's time, by the end of the practicum.

Practicum Two includes both a three-week block as well as one day per week in the Partner School.

The primary purpose of the weekly days is to prepare for the upcoming practicum block (observing, assisting). The days after the block may include responsibility for teaching under the direction of the Associate Teacher (AT). These days may also enable the Teacher Candidate (TC) to develop ongoing relationships with the school staff and become involved beyond the practicum classroom throughout the year.

TCs begin the block in teaching 50% of the AT's schedule and work up to assuming responsibility for teaching approximately 75% of the AT's time, by the end of the practicum.

Practicum Three includes both a three-week block as well as one day per week in the Partner School.

The primary purpose of the weekly days is to prepare for the upcoming practicum and to assume some responsibility for teaching under the direction of the Associate Teacher (AT). These days may also enable the Teacher Candidate (TC) to develop ongoing relationships with the school staff and become involved beyond the practicum classroom throughout the year.

TCs begin the block by assuming responsibility for teaching 75% of the AT's instructional time and work up to assuming responsibility for teaching approximately 100% of the AT's time by the midpoint to the end of the practicum.

Practicum Four includes both an eight-week block as well as one day per week in the Partner School. This practicum helps the Teacher Candidate (TC) to transition to a practicing professional as they work together with the Associate Teacher (AT) and principal at the school.

TCs assume responsibility for teaching 100% of the AT's instructional time for four consecutive weeks during the block. The TC may not necessarily spend the entire eight weeks working in a single classroom. Any additional weeks are dedicated to broadening TCs' teaching experiences as determined on an individual basis and need to be mutually decided by the TC and the Principal and/or AT.

Practicum Five is intended for Junior/Intermediate students who wish a placement in a secondary school in their teachable subject area. It includes a four-week block in the elementary panel and a four-week block in the secondary panel, as well as one day per week in the Partner School prior to the elementary placement.

In the elementary placement, Teacher Candidates (TCs) assume responsibility for teaching 100% of the Associate Teacher's (AT) instructional time for the first four weeks of the block.

In the secondary placement, TC start off observing and gradually work up to assuming responsibility for teaching 100% of the Secondary AT's time in their teachable subject area.

*If TCs in the Junior/Intermediate Program have a secondary placement, they will be moved to Practicum Five).

This course takes place in Year One of the Bachelor of Education program to engage Teacher Candidates (TCs) in ongoing professional reflective practice, inquiry, and collaboration. TCs meet to share questions and reflections emerging from their professional practice, to engage in collaborative inquiry and problem solving, and to construct professional knowledge as a community of learners. This course is intentionally designed to bridge theory with the practical demands of teaching.

This course takes place in Year Two of the Bachelor of Education program to engage Teacher Candidates (TCs) in ongoing professional reflective practice, inquiry, and collaboration. TCs meet to share questions and reflections emerging from their professional practice, to engage in collaborative inquiry and problem solving, and to construct professional knowledge as a community of learners. The course supports a TC's "transition to practice" (e.g., resume-writing, interview skills, supply teaching).

When teaching online or communicating with students electronically, Teacher Candidates (TCs) must review both their Partner School Board’s guidelines and the following documents from the Ontario College of Teachers (OCT):

• Maintaining Professionalism: Use of Electronic Communication and Social Media (updated 2017)
• Video Conferencing Guidelines (2020)

• Year 1: 2026-2027 Year at a Glance

• Year 2: 2026-2027 Year at a Glance

Teacher Candidates (TCs) will keep a binder (either physical or electronic) of documentation during each practicum as part of their PLS I and II courses (EU456 and EU457). Day plans need to be accessible for the Associate Teacher (AT) and/or principal if needed as per the Education Act. In addition, the Faculty Advisor and/or Placement Officer will review the contents of the Practicum Day Book when meeting with a TC.

The general categories are the following:

1. School information: including confirmation of consents for photographs.
2. Class information.
3. Daily plans.
4. Assessment tracking.
5. Resources.

Associate Teachers (ATs) are responsible for evaluating the Teacher Candidate (TC) through both ongoing feedback and summative evaluations. A Formative Assessment will be completed and submitted to the Faculty of Education at the end of the first week of each practicum. The AT will also provide informal formative assessment based on the TC's planning and delivery of lessons and will provide feedback to guide instruction and improve their practice. The Summative Evaluation is an overall assessment of the teaching skills and contributions of the TC over the course of their practicum.

Associate Teachers (ATs) guide Teacher Candidates (TCs) and act as a mentor/coach. For many TCs, Practicum One will be their first time in the classroom as an instructor and will be an extremely important and formative time. They will look to their AT for advice, opinions, and support, and will model behaviour from their observations.

ATs and TCs should work to develop a strong rapport that is built on trust, which will create the opportunity for open communication. ATs should provide a balance of both positive feedback (TC successes) and areas for growth (offering suggestions of ways to improve) by providing specific examples and observations.

Guidance and feedback can be provided in several ways:

• co-planning with the AT to prepare activities
• suggesting how to approach a similalr situation the next time
• coaching with reflective questions and prompts

If possible, feedback should be provided face-to-face, so the TC has an opportunity to ask questions and clarify any confusion. The feedback should be focused on performance in the classroom. Providing feedback (and highlighting any issues or concerns) on a regular basis will ensure the TC is aware of what is going well, and they will be able to implement the feedback in a timely manner. The TC should be aware of their overall performance before their practicum evaluation is submitted.

The TC will listen carefully to understand the feedback given, clarify and then make every effort to incorporate the feedback given in a timely manner.

Beyond the classroom, an AT can act as a bridge for the TC to the broader school community and teaching profession. Small gestures like introducing them to staff members, making them aware of school resources, inviting them to team planning sessions, and showcasing other opportunities can involve the TC on a deeper level within the school community.

The formative evaluation is an opportunity for the Associate Teacher (AT) and Teacher Candidate (TC) to work together at the end of the first week of each practicum to discuss strengths and areas for growth to ensure a successful practicum. TCs will provide a copy of the formative assessment to be completed and uploaded to their Faculty Advisor. This formalized process will also allow the Faculty Advisor information that will inform their discussion with the TC. The AT can request a follow-up from the faculty if any extra support is needed beyond the feedback provided.

The summative evaluation is completed by the Associate Teacher (AT) using an online Practicum Evaluation Form. There is an overall rating for the practicum: Successful or Unsuccessful. In addition, ratings are provided for each criterion organized by the five domains of the program and there is a section for comments for each domain. Ratings relate to the expectations for the current level of preparation; Teacher Candidates (TCs) are held to higher standards as the program progresses. The Practicum Office is available to assist with the summative evaluations if needed. Grades associated with all aspects of practicum are determined by the relevant Placement Officer and reported to the university.

Process:

• The evaluation is completed in a program called Navigator, a link to which will be provided to the AT by the Practicum Office via email during the last week of the practicum block, or, during the fourth week of the practicum if the student is in Practicum Four.
• ATs complete the online form, including the overall rating for the TC.
  • Note: This Evaluation Form is ideally completed online a few days before the end of the practicum. It does not need to be printed and sent to the Faculty or the TC.
• ATs will review the contents of the evaluation with the TC on an ongoing basis and at the end of the Practicum.

Samples of the Formative and Summative Practicum Evaluation Forms can be found in the Appendices of this handbook.

As an aspiring member of the teaching profession, each Teacher Candidate (TC) works with faculty members, Associate Teachers (ATs), the school principal, and staff in learning to take on the responsibilities of a professional teacher. TCs are responsible for the following:

• Providing their AT with unit and lesson plans at least 24 hours in advance of teaching activities and addressing the feedback they provide.
• Lesson plans are to follow the Laurier Lesson Plan Templates.
• Adhereing to policies and procedures of the Laurier Teaching Education program.
• Adhereing to policies and procedures of the practicum school site.
• Working collaboratively with their AT and school staff.
• Observing, reflecting, and acting on the needs of students/learners.
• Maintaining a Laurier Bachelor of Education Practicum Day Book.
• Reporting all accidents or injuries to the principal and the AT, and providing a copy of the incident/accident report to the Faculty of Education (if provided by the school).
• Having knowledge of and adhering to expectations of practical experience.
• Gradually assuming the responsibilities and duties of a full-time teacher.
• Constructively addressing suggestions and guidance offered by school staff and faculty.
• Adopting models of teaching excellence and professionalism.
• Becoming conversant with and living up to the commitments and responsibilities articulated in the Ontario College of Teachers (OCT) Standards of Practice for the Teaching Profession, Ethical Standards for the Teaching Profession and Professional Learning Framework.
• Becoming aware of, and living up to, the legal requirements of the teaching profession as well as Board policies and procedures.
• Providing their AT with the Formative Assessment form and fulfilling the requirements for submission.

Associate Teachers (ATs) are responsible for supervising, evaluating, and mentoring Teacher Candidates (TCs). ATs are responsible for the following:

• Having knowledge of and adhering to policies, procedures, and general information pertaining to the Laurier Faculty of Education's teacher education program.
• Meeting with TCs and providing them with planning direction, information on school routines, and class and student information.
• Assisting TCs in designing a plan for their practicum and time in the school.
• Providing a model of teaching excellence and professionalism.
• Reviewing TC unit and/or lesson plans to ensure they appropriately meet student needs.
• Supporting the TC in inquiry activities.
• Reporting and recording, according to standard regulations, any accident or injury sustained by the TC to the principal, and ensuring the TC is given a copy of the incident/accident report.
• Reporting to the Placement Officer if the TC has not communicated an absence.
• Following protocols outlined when a TC is experiencing difficulties.
• Providing regular verbal and written feedback to the TC regarding their teaching activities.
• Completing the Formative Assessment by the end of the first week of each practicum in collaboration with the TC.
• Completing the appropriate online Practicum Evaluation Form by the end of each practicum (the AT will discuss the content of the evaluation with the TC).
• A link to the form will be sent via email to the AT during the practicum.

NOTE: TCs are not certified teachers; therefore, they must be always supervised when working with or teaching students, as well as when assisting with the supervision of students. TCs cannot be used to replace any absent school or board staff member, unless working under the provisions of a Transitional Certificate issued by the Ontario College of Teachers (OCT), as outlined in this handbook.

Associate Teachers (ATs) are paid an honorarium once per year for each practicum that they supervised during the school year. They will be paid either directly by Laurier University or by their own school board's Payroll Department. The process is determined based on school board agreements with the Faculty of Education; it is not determined on an individual basis.

If the payment is made directly by Laurier, ATs will complete the Associate Teacher Payment Information Form and may need to provide banking information as well other information to Laurier to ensure payment can be processed. If the payment is made through the school board’s Payroll Department, ATs do not need to complete this form and provide this information.

ATs will receive information in an email from Laurier regarding their situation.

• Avon Maitland DSB
• Bluewater DSB
• Brant Haldimand Norfolk Catholic DSB
• Bruce-Grey Catholic DSB
• Dufferin-Peel DSB*
• Grand Erie DSB*
• Halton Catholic DSB
• Halton DSB*
• Hamilton-Wentworth Catholic DSB
• Hamilton-Wentworth DSB
• Huron Perth Catholic DSB
• London District Catholic DSB*
• Peel DSB*
• Six Nations Schools
• Thames Valley DSB
• Waterloo Catholic DSB*
• Waterloo Region DSB*
• Wellington Catholic DSB

*The honorarium for ATs in these partner boards will be done via board payroll departments. All others are direct payment from Laurier.

If there are any questions about the honorarium, ATs should contact edupracticum@wlu.ca.

Principals facilitate the placement of Teacher Candidates (TCs) and provide guiding authority to the TCs during their time at the school site. The principal/designate is responsible for the following:

• Working with Laurier staff to facilitate and manage the arrangement of TC placements.
• Having knowledge of and ensuring adherence to policies, procedures, and general information pertaining to the Laurier Faculty of Education teacher education program.
• Applying the same set of professional standards and expectations to TCs as full-time members of the school staff.
• Reporting and recording, according to standard regulations, any accident or injury sustained by the TC, and ensuring the TC is given a copy of the incident/accident report.
• Including TCs as full members of the school community.
• Acting as a mentor and resource for TCs.
• Supporting the TCs, school staff, and Laurier faculty in the inquiry process of program.
• Having knowledge of protocols when a TC is experiencing difficulties – ensuring the Practicum Office is aware of students who are at risk of an unsatisfactory evaluation in a practicum.

Professional Learning Seminar (PLS) Instructors (also referred to as Faculty Advisors) lead the professional practice PLS courses (EU456 and EU457) taken by Teacher Candidates (TCs) in Year One and Year Two. They provide consultation and support to TCs during the practicum. Below are some of the responsibilities of the PLS Instructor/Faculty Advisor:

• Meet with TCs prior to each practicum to outline expectations and build rapport.
• Review the Formative Assessment with each TC and inform the practicum office if any students are identified as progressing with difficulty.
• Meet virtually with each TC during each practicum to provide feedback and support.
• Provide support to TCs with respect to questions about integrating theory to practice (e.g., use of the Laurier Lesson Plan Templates).
• Examine elements of the TC's Practicum Day Book, such as lesson plans, observation notes, reflections and provide feedback.
• Liaise with the Placement Officer to resolve issues related to the practicum.

The Practicum Office organizes and manages all Teacher Candidates (TC) placements using experiential learning software called Navigator, in collaboration with school boards.

Responsibilities include:

• Oversee assignment of TCs to school placements.
• Consult with partner school principals and Associate Teachers (ATs) to set up and schedule each practicum, and to communicate policies and procedures.
• Identify and manage issues related to the Practicum, including resolution of interpersonal and/or professional issues that arise, in consultation with ATs, principals, and Faculty of Education personnel, as appropriate.
• Provide ATs and TCs with all necessary documentation regarding student placement and university/faculty policies.
• Monitor and track TC progress in their practicums, in consultation with ATs, and report grades for the practicum to the university.
• Provide practicum-related professional development and presentations for school staff and TCs.
• Ensure that Ministry of Education, Ontario College of Teachers (OCT), and Teacher Federation regulations are communicated and adhered to by all parties involved in Practicum activities.

The main points of contact for practicum questions and concerns from Associate Teachers (ATs) are the Placement Officers in the Practicum Office. They can be contacted at edupracticum@wlu.ca. 

The University and the Faculty of Education extend fair and empathic consideration to applicants with documented mobility, hearing, visual, learning, medical, chronic pain, acquired brain injuries and psychological/psychiatric disabilities.

Teacher Candidates (TCs) who require practicum/placement accommodations should register with Accessible Learning as soon as possible. Please remember that the accommodations you have for classwork may be different. You will need to be specific about your needs during practicum and ensure that these are communicated to the Practicum Office.

The Ontario Teachers’ Qualifications Regulation has been amended to enable the Ontario College of Teachers (OCT) to issue a new Transitional Certificate of Qualification which will allow for some Teacher Candidates (TCs) to work as a paid daily occasional teacher during their practicum time. TCs must have applied for, and been granted, this new certificate.

Year One Teacher Candidates

• Year One TCs (Practicum One and Two) are not eligible to be used as occasional teachers during their practicum.

Year Two Teacher Candidates

• Year Two TCs may be eligible to work as an occasional teacher if they have been granted a Transitional Certificate by OCT. TCs are not required to apply for a Transitional Certificate, regardless of their eligibility.
• Year Two TCs who have not been granted a Transitional Certificate by OCT are not allowed to be used as occasional teachers during their practicum.
  • A TC's status with OCT may be found by searching the Public Register on the OCT website. A notation regarding the Transitional Certificate will appear on their online Qualification Card once it has been granted. If a TC's name does not appear on the public register, they may not be used as an occasional teacher during their practicum.
• Students must have completed the Faculty of Education Transitional Teaching Certificate request form (Qualtrics) for the Faculty of Education by the required deadline.
  • Students who miss the deadline will not have their applications processed.
  • Students who do not receive a Transitional Certificate can wait until the completion of their Bachelor of Education program and will be able to apply for a Certificate of Qualification and Registration, which is not transitional.
• Application alone does not guarantee that the Faculty of Education will recommend a student for the Transitional Certificate. No TC will be recommended for the transitional teaching certificate:
  • if they are at risk of not progressing in the program
  • if they have failed a course or are not progressing in the program
  • have failed or have an incomplete practicum placement
  • are currently the subject of a Laurier investigation regarding either academic or non-academic misconduct

The information below assumes that a Year Two Teacher Candidate (TC) has been granted a Transitional Certificate by OCT, which is being used for occasional teaching during their practicum.

• TCs may only teach for a total of up to 20 full-time equivalent (FTE) days during all their scheduled practicums.
  • TCs are responsible for tracking these days and must report them to the Faculty of Education using the Absence Reporting Form that is accessed in Navigator (under "Resources").
  • If students exceed the maximum days indicated below, these days will be treated as "Unexcused Absences."
• TCs must meet all requirements for each practicum. Working as an occasional teacher cannot interfere with their ability to meet these requirements. As such, it is the TC's responsibility to ensure that they attend the practicum to the extent needed for the Associate Teacher (AT) to be able to effectively evaluate the TC. Regular communication between the TC and AT is essential in this regard.
• If at any time, an AT feels that work as an occasional teacher is unduly interfering with the practicum completion, the TC will stop doing any further occasional teaching during that practicum.
• If a TC has a day when they do not have Laurier class time or a scheduled practicum day, they can use this time to work as an occasional teacher. These days do not need to be reported to the Faculty, nor do they count as part of the 20-day total.

The chart details below outline the days in each practicum that can be used to work as an occasional teacher:

• Practicum: Four
• Allowable days: 18
• Notes: Days after 4-week block is complete and successful (March 22 – April 16, 2027)

• Teacher Candidates (TCs) may only accept occasional teacher positions in their Partner Board. TCs are expected to follow any school board hiring requirements regarding the Transitional Certificate that apply to them.
• If a TC accepts occasional teacher work during a practicum, those days count towards fulfillment of their requirements (i.e., they do not need to "make up" these days). TCs are not required to accept daily occasional positions when offered.
• On a day where a TC is scheduled to teach in their practicum class and they are asked to do occasional teaching, they must inform their Associate Teacher (AT) and provide them with complete lesson plans for that time. It is expected that prior arrangements will have been made between ATs/principals and TCs as to how this information will be communicated, and how lesson plans will be shared. While doing this occasional work, supervision of the TC will be provided by the school principal. TCs can perform all duties that would normally be assigned to an occasional/supply teacher on these days. These duties may differ, particularly with respect to supervising students alone, from the requirements of TCs during their practicum.
• Regardless of a TC's ability to work as an occasional teacher during their practicum, they must successfully complete all requirements of the Bachelor of Education program and therefore cannot be absent from Laurier class time to perform occasional teacher work, as attendance is a mandatory requirement.
• TCs may not be used to replace any other staff (e.g., EAs, DECEs) in schools under any circumstance.
• Under no circumstances will paid teaching work taken without a valid transitional teaching certificate be counted toward practicum requirements.
• Bachelor of Education students should be aware of the following:
  • The OCT has indicated that "Registration requirements may change without notice."
  • BEd students are responsible for completing their own paperwork and ensuring that their memberships are in good standing with the OCT. This includes ordering both undergraduate and Bachelor of Education partial transcript(s).
  • When a student obtains a Transitional Certificate, they are subject to all OCT professional standards.
• See Appendix F of this document for further information.

Transitional Certificate of Qualification

The Transitional Certificate of Qualification is a temporary certificate issued by the Ontario College of Teachers (OCT) to eligible Teacher Candidates (TC) who are still completing their Bachelor of Education program. It allows approved Year 2 TCs to work as paid occasional (supply) teachers before graduation. A Transitional Certificate is optional and does not guarantee future certification as a teacher.

Certificate of Qualification and Registration

The Certificate of Qualification and Registration is the certificate required for full certification as a teacher in Ontario. After successfully completing the Bachelor of Education program, graduates must apply separately to the Ontario College of Teachers and meet all OCT requirements. Obtaining a Transitional Certificate does not replace this requirement.

When an Associate Teacher (AT) has a concern or question during the practicum, they are to contact the Practicum Office (edupracticum@wlu.ca) as their first step. A response and support will be provided to problem-solve and resolve the issue at the school.

When a Teacher Candidate (TC) has a concern during the practicum, they are to contact the practicum office as their first step. A response will be provided, and the appropriate faculty or staff member will contact the TC to problem-solve and resolve the issue.

There may come a time where the perceptions of the Associate Teacher (AT) and the Teacher Candidate (TC) conflict, and a challenging conversation is needed. Possible issues include differing expectations as to the amount of teaching time required, feedback provided by the AT regarding teaching skills, or professional competencies. Communication difficulties can often be resolved through mutually respectful and open dialogue. Every effort should be made to resolve issues with empathy, openness, and professionalism, attending closely to the Ontario College of Teachers (OCT) Ethical Standards for the Teaching Profession. As a first step, all parties are encouraged to review the roles and responsibilities outlined in this Practicum Handbook.

Associate teachers are encouraged to seek the advice and assistance of the Practicum Office when conflicts remain unresolved. Should the need arise, contact edupracticum@wlu.ca, and indicate the name of the TC and AT, as well as school and school board names.

Professional relationship difficulties are more serious in nature and include such things as discrimination, harassment, unethical behaviour, etc. Professional relationships are governed by federal and provincial legislation and the OCT, together with University, Teacher Federations and School Board policies. Problems of this nature should be reported immediately to the Practicum Office. Contact edupracticum@wlu.ca, and indicate the name of the TC and AT, as well as school and school board names.

Procedures established by the University and/or the School Board will be followed. If the professional relationship difficulty cannot be resolved, it may be necessary for the Practicum Office to re-assign the TC to another placement. Depending on the circumstances, the TC may be required to make up missed practicum days. In serious cases involving professional misconduct, the TC may be required to withdraw from the program.

When a Teacher Candidate (TC) performs at a level that may result in an unsatisfactory rating of the practicum, the Associate Teacher (AT) must notify the TC and the Practicum Office immediately, and before submitting a final evaluation.

ATs should contact edupracticum@wlu.ca, and indicate their name, school, school board and the name of the TC. The AT will be contacted for further information and the situation will be reviewed and support provided as needed.

All TCs will be assumed to be performing at an acceptable level unless a report is received from an AT or Principal to the contrary. It is therefore important that school staff contact the Practicum Office with any unresolved concerns regarding a TC as soon as an issue becomes evident.

If any action is deemed necessary based on a reported concern, the TC will be asked to meet with the Placement Officer, Faculty Advisor, Academic Advisor, Bachelor of Education Chair, and/or Associate Dean, as necessitated by the specific issue. The TC will be informed of the problem and invited to respond during the meeting. If necessary, the TC, Placement Officer, and AT will work together to design an Action Plan to remediate the concern.

In serious cases, concerns may result in an investigation of allegations of misconduct under Policy 12.3 Student Code of Conduct: Academic Misconduct and Policy 12.3 Non-Academic Student Code of Conduct. Possible consequences include deferral of progression through the program, or the Faculty of Education may not recommend the student for Certification with the Ontario College of Teachers (OCT).

All placement blocks must be completed in the order initially scheduled. A practicum may be incomplete for a number of reasons, including an unsatisfactory summative evaluation or for other issues (e.g., medical).

If a practicum is ended early, the practicum may be deemed either 'incomplete' or 'unsatisfactory.'

If the practicum is ended because the Associate Teacher (AT) or Principal informs the faculty that the Teacher Candidate (TC) is not meeting the requirements of the practicum and requests to end the practicum early, then the practicum will be deemed 'unsatisfactory.'

If the practicum is ended early due to exceptional circumstances beyond the control of the TC, the practicum will be considered 'incomplete.' Examples of this would include the ability of the AT to continue with the placement (illness, AT move to a new position, etc.).

In any of these circumstances, it is at the sole discretion of the Faculty (Associate Dean/Bachelor of Education Chair) to determine whether a placement is considered unsatisfactory or incomplete.

If a practicum is deemed unsatisfactory, an Action Plan will be created, and the practicum will be rescheduled if the requirements are met as described below.

A Teacher Candidate (TC) who earns an unsatisfactory rating has two options:

Option 1

A TC can file a Petition for Exception to Academic Regulations form to request to repeat the practicum. This can be done once during the program. The form can be obtained from the Academic Advisor at eduadvisor@wlu.ca. If the petition is approved, scheduling of a permitted make-up practicum will occur at the discretion of the Practicum Office, Office of the Associate Dean: Undergraduate Programs, and in consultation with the TC.

If the petition is approved, the Placement Officer will arrange an appropriate rescheduled practicum and work with the TC to develop a written Practicum Action Plan which will be added to the TC's file at the Faculty of Education. A second Unsatisfactory rating will result in an Administrative Withdrawal from the program.

Option 2

A TC can choose to initiate a formal appeal process regarding the failed practicum by completing a Petition for Exception to Academic Regulations form which must be obtained by meeting with the Academic Advisor at eduadvisor@wlu.ca. In completing this process, the Teacher Candidate must have some demonstratable, exceptional circumstances that would excuse the failed practicum.

TCs must contact both the Placement Officer and the Academic Advisor when a practicum is deemed unsatisfactory.

If a practicum must be rescheduled for any reason, it will be completed in the period originally scheduled for the subsequent practicum, or another date that is set by the Practicum Office. For example, if Practicum One is incomplete it will be rescheduled during Practicum Two. Subsequent practicums would also be shifted, and the Alternative Placement (if necessary) might take place during May or June.

The same scheduling rules will apply in Year Two of the program, where any rescheduled practicum will take place during the subsequent practicum, or another date that is set by the Practicum Office. If this occurs, the 8-week Practicum may follow immediately after Practicum Three, may commence following a short break of no more than one week for preparation purposes, or may be scheduled during the following academic year.

If extraordinary circumstances (e.g., significant illness) prevent a Teacher Candidate (TC) from completing each practicum before the end of June of Year One, the practicum will be scheduled during the following academic year. In that case, the TC may need to return for a third academic year to complete any missing practicum and any coursework from Year Two of the program. When a practicum is deemed Incomplete, the Associate Teacher (AT) will indicate this on the Practicum Evaluation Form and submit it to the Faculty of Education. The TC must complete a Petition for Exception to Academic Regulations form . If the petition is approved, scheduling of a permitted make-up practicum will occur at the discretion of the Practicum Office, Office of the Associate Dean: Undergraduate Programs, and in consultation with the TC. Where absences are deemed to be unjustified, the student will not be permitted to schedule a make‐up practicum and will be withdrawn from the program.

Notes:

• Only one 'make-up' practicum is permitted within the two-year program. Exceptions due to medical or compassionate reasons will be considered on a case-by-case basis.
• If a practicum is ended early for any reason, and must be rescheduled, the entire practicum will be repeated. Credit for completed days will not be given. Exceptions due to medical or compassionate reasons will be considered on a case-by-case basis.

Should a Teacher Candidate (TC) be involved in an accident or injury while at a practicum, it is the responsibility of the TC, Associate Teacher (AT), and principal to ensure that the incident is recorded and reported, according to established school board policy. The TC should be given a copy of the incident/accident report when possible. TCs are required to report all personal accidents or injuries to the Practicum Office and provide a copy of the incident/accident report to the Placement Officer, when it has been provided to them. The Practicum Office will support students through the Laurier SHERM process.

Should an Associate Teacher (AT) be absent, Teacher Candidates (TCs) must not be left on their own, be asked to take on unsupervised responsibilities in the school or be employed as a supply teacher. There may be the potential to work as a supply teacher, if a TC holds a Transitional Certificate from the Ontario College of Teachers (OCT). Please see the section of this handbook "Use of Teacher Candidates with a Transitional Certificate as Occasional Teachers." During a practicum, TCs may work temporarily with a qualified supply teacher; however, in the case of the extended absence of their AT (longer than three days), TCs may have to be reassigned to an alternative AT.

Attendance during Weekly Practicum Days and Blocks is mandatory.

Teacher Candidates (TCs) are required to attend all practicum days to complete the Laurier Bachelor of Education program and qualify for graduation.

Students who are absent are required to complete the absence reporting form in Navigator (Resources). The Practicum Office will report chronic absenteeism to the Associate Dean: Undergraduate Programs who will review the situation. In serious cases, the Associate Dean, in consultation with the Dean, may request that the student permanently withdraw from the course or program. Any missed practicum days must be made up on days you are free of classes or practicum.

It is each student’s responsibility to contact the Associate Teacher (AT) before any absence. All absences must be reported to the Practicum Office by submitting an online Practicum Absence Report. A link to the Practicum Absence Report can be found under "Resources" in Navigator.

Teacher Candidates (TCs) must respect the integrity of all academic and personal information related to their students, by never disclosing such information to a third party, except within strictly professional contexts for supporting and assisting learners and their families, or when legally required to do so.

If deferring a practicum placement, the Laurier Undergraduate Academic Calendar must be reviewed for information about Adding or Withdrawing from Courses. When returning to complete the deferred practicum, Teacher Candidates (TCs) must register for practicum courses, as advised.

TCs must contact the Academic Advisor (eduadvisor@wlu.ca), for direction on submitting a Petitions and Appeals form for this process.

Teacher Candidates (TCs) are protected from discriminatory and harassing conditions in the workplace by federal and provincial legislation, as well as Laurier and hosting school board policies. TCs should consult their Associate Teacher (AT) or Placement Officer immediately, should any question or concern arise.

Teacher Candidates (TCs) must ensure that they are dressed appropriately and are properly equipped for whatever school event, mode of instruction, or duty they will be undertaking. TCs may take guidance in this area from their Associate Teacher (AT) or Principal. It is critical that TCs maintain appropriate professional and personal boundaries and that all interactions are undertaken in a civil manner, relevant to the privileged position of a teacher as a role model for students and as a community leader.

Teacher Candidates (TCs) can participate on school field trips that are scheduled to occur during their practicum. They cannot be left alone to supervise students at any time on the trip (i.e., they cannot oversee a group of students that is not also under the direct supervision of a classroom teacher).

A Teacher Candidate (TC) who thinks they may be pregnant or may become pregnant during the Bachelor of Education program is strongly encouraged to arrange to be tested to determine whether they are immune to Fifth Disease. If a TC is pregnant, or is a partner in an expectant couple, and placed in a school site where Fifth disease is present, the TC should notify the Practicum Office immediately to determine whether an alternate placement needs to be arranged.

Teacher Candidates (TCs) are protected by standard workplace health and safety regulations and legislation. Should any question or concern arise due to working conditions, TCs, along with their Associate Teacher (AT) may consult with their school staff Health and Safety Representative and/or school principal.

Teacher Candidates (TCs) are responsible for checking with their Associate Teacher (AT) for the local school board communication and attendance requirements in the case of school bus cancellation or school closure due to inclement weather and other reasons. Possible school attendance requirements can include:

• schools being closed to students and staff
• schools closed to students, but staff must attend
• school building is closed, but students and staff meet virtually

Should a school site be open during inclement weather but TCs are unable to attend safely, they must inform their AT and complete the online Attendance Report as soon as possible. TCs are encouraged to communicate with their AT regarding plans/expectations for the following practicum day including the potential of remote teaching.

The Ontario Ministry of Education and Wilfrid Laurier University covers all Teacher Candidates (TCs) for accidents and/or injuries while on practicum placements through the Workplace Safety and Insurance Board (WSIB).

When there is Teacher Federation directed job action in a school site, the Faculty of Education will provide guidance for Teacher Candidates (TCs). When unsure, TCs should take direction from school administration.

Teacher Candidates (TCs) who are called for Jury Duty must inform their Associate Teacher (AT) (if a practicum day will be impacted) and their Placement Officer (via edupracticum@wlu.ca) prior to the date for jury selection. If selected to be on a jury, TC must consult with their Placement Officer regarding any impacted practicum days.

NOTE: All schools are "allergen safe" with respect to peanuts but may have different requirements and restrictions regarding other specific allergens. Teacher Candidates (TCs) are expected to adhere to these requirements.

TCs are expected to conform to arrangements made for lunch at their school site, in consultation with their Associate Teacher (AT) and/or school principal. TCs should ensure that they are aware of any restrictions on foods that they can bring to their school site and/or specific classroom.

A police criminal record check with a Vulnerable Sector Check (VSC) (also known as Vulnerable Sector Screen in some jurisdictions) is required of applicants seeking employment and/or volunteering in Canada, who are in a position of authority or trust relative to vulnerable individuals—children under 18 years, elderly, or disabled people. It is a collection of offence information, including convictions, outstanding warrants, charges, and judicial orders available from a local police agency’s records management system and other systems/records were authorized. This check will include sexual offence convictions for which the individual has received a record suspension where authorized by the Ministry of Public Safety and Emergency Preparedness.

All Teacher Candidates (TCs) must have a current VSC before starting a practicum.

TCs must attest in Navigator to having a VSC (that has been completed no earlier than the May 1 prior to the start of the academic year) and must provide the date the VSC was issued. TCs must be prepared to produce the VSC for the faculty before starting a practicum placement as well as producing the VSC for a school principal (or designate) upon request.

NOTE: The lead time to receive a VSC differs between police jurisdictions, thus it is advised that TCs apply for a VSC at the earliest opportunity. TCs are responsible for any required fees. TCs must have an updated VSC for Year 2.

TCs with a VSC with a recorded offence may not be able to work in a school site with children and youth under the age of 18, and therefore not be able to fulfill the practicum requirements. If a recorded offence appears on a VSC, the TC must discuss the issue with the Practicum Office.

Teacher Candidates (TCs) are expected to take part in workshops, meetings and any other professional development activities planned, as would any other member of the school staff, if the activity is during the workday when TCs are assigned to their school site. Sometimes, these activities are not at the school site and/or space is an issue, thus, TCs may not be invited to attend. However, TCs may attend off-site sessions. TCs are reminded to take direction from their Associate Teacher (AT) or Principal to determine if attendance at a PA/PD Day is appropriate.

All schools and school boards have established safe arrival and safe school policies. Schools typically require non-staff members to sign in at the main office before moving about the school, and many schools also require non-staff members to always wear an identification badge while in the school. Teacher Candidates (TCs) are to consult their school principal (or designate) to learn what specific procedures and policies are in place in their school site and ensure compliance.

Teacher Candidates (TCs) are encouraged to attend staff meetings held on days when they are at the school site to keep current with events, plans, and processes occurring in the school.

A Teacher Candidate (TC) must always be supervised by a staff member when working with students. Under no circumstances may a TC be assigned supervision duties where they are left alone with students. They may accompany their Associate Teachers (ATs) and lend support to established supervision schedules or co-curricular activities inside and outside of school buildings, but never without the direct supervision of a qualified teacher. An exception to this would occur when a TC is hired to work as an occasional teacher, when the TC holds a Transitional Certificate from the Ontario College of Teachers (OCT). Please see the section of this handbook "Use of Teacher Candidates with a Transitional Certificate as Occasional Teachers."

Transportation to and from school sites is the responsibility of the TC. It is also the responsibility of TCs to negotiate a parking location and/or parking pass as may be required by their hosting school board policy.

• Academic Advisor: A university staff member who answers questions and advises students around program requirements and processes. This person is the first contact for students when coursework and practicum concerns arise during the term.
• Additional Qualification (AQ) course: Professional development courses that can be taken by qualified teachers after the BEd is fully completed.
• Associate Teacher (AT): An Ontario Certified Teacher at a school site who hosts a student for a practicum.
• BEd: Bachelor of Education
• BEd Program Administrator(s): The Faculty of Education staff members who coordinate the BEd Program.
• BEd Chair: The faculty member who coordinates the BEd program.
• Course Cohort: Students who attend University classes together as a group.
• ELL: English Language Learner.
• ETFO: Elementary Teachers’ Federation of Ontario.
• Faculty Advisor: The Faculty Advisor is the PLS course instructor who guides Teacher Candidates in practicum.
• FSL: French as a Second Language.
• Introduction to the Teaching Profession (EU453A): Year One Teacher Candidates participate in a series of mandatory sessions held during the Fall term. These sessions are designed to help orient Teacher Candidates to the program and the teaching profession. Attendance is mandatory.
• J/I: Junior/Intermediate, certification for teaching Grades 4 – 10.
• Manager of Education Programs: The university staff member who oversees the legal, logistical, and educational aspects of the practicum and Alternative Placements.
• MLL: Multi-Language Learner Navigator: The online practicum and placement software used by the Faculty of Education to manage placements including communications, tracking requirements, and evaluations.
• OECTA: Ontario English Catholic Teachers’ Association.
• Ontario College of Teachers (OCT): The provincial body responsible for teacher certification. When BEd students successfully finish the program at Laurier, a recommendation is sent to OCT for general certification.
• OSSTF: Ontario Secondary School Teachers’ Federation.
• Placement Officer: A university staff member who makes logistical arrangements, guides, and evaluates practicum experiences and Alternative Placements of Teacher Candidates.
• Practicum: A series of weekly days and a series of consecutive weeks spent in a single classroom under the guidance of an Associate Teacher.
• Professional Development School (PDS) or Partner School: The school site in which students experience observation and practice teaching during the practicum.
• P/J: Primary/Junior, certification for teaching JK – Grade 6.
• P/J FSL: Primary/Junior certification for teaching JK – Grade 6 with an extra certification to teach French as a Second Language.
• Professional Learning Seminar (PLS): The BEd course (EU456 or EU457) in which practice to theory connections are made through reference to ongoing experiences in the practicum. The PLS instructor is also referred to as the Faculty Advisor, who guides Teacher Candidates in practicum.
• Professional Practice Days (EU453B): Year Two Teacher Candidates participate in a series of mandatory sessions held during the first weeks of the Fall term. These sessions are designed to help orient Teacher Candidates to the second year of the program and the changes in their teaching responsibilities. Teacher Candidates will have opportunities to learn about available resources to continue their journey to becoming an Ontario Certified Teacher. Attendance is mandatory.
• Professional Transition to Teaching Day: At the conclusion of all required Year Two course work, Teacher Candidates participate in mandatory Transition to Teaching sessions on one day. Teacher Candidates will have opportunities to share insights and successes, set professional goals, and work with faculty and peers to refine the knowledge and skills required for success in achieving a teaching position. Attendance is mandatory.
• Teacher Candidate (TC): A student in the Bachelor of Education degree program.
• WLU: Wilfrid Laurier University.
• Workplace Safety and Insurance Board (WSIB): One of the largest insurance organizations in North America, who provide support and oversight of Health and Safety requirements for workplaces (including schools) in Ontario.

Teacher Candidates (TCs) are required to use the Laurier Lesson Plan Templates during each practicum. The Standard Lesson Plan is to be used for Practicum One and Two. The Abbreviated Lesson Plan can be used during the remaining practicum placements, unless otherwise directed by the Practicum Office.

The templates are annotated (with explanations in italics) for reference by TCs when planning. It is not expected that the annotations remain once the lesson information has been put in the template. All forms listed below are available in Navigator under "Faculty of Education" > "Resources."

In order to access these documents, TCs will need to log in to Navigator using their Laurier Network Credentials (alpha-numeric code at the beginning of their email address—xxxx####—and their password).

If there is difficulty accessing any of these forms, please contact the Practicum Office at edupracticum@wlu.ca.

• Laurier Standard Lesson Plan Template
  • For use by all TCs during Practicum One through Four.
• Laurier Abbreviated Lesson Plan Template
  • For use in Practicum Three and Four, as approved by the Associate Teacher (AT).
• Kindergarten Planning Template
  • For use in JK/SK classrooms.

Planning Resources

• Standard Lesson Plan Template (annotated, Word document)
• Standard Lesson Plan Template (annotated, PDF)
• Standard Lesson Plan Template (blank, Word document)

Year Two Teacher Candidate Planning Resources

• Abbreviated Lesson Plan Template (PDF)
• Abbreviated Lesson Plan Template (annotated, Word document)

The Practicum Office will send an email directly to Associate Teachers (AT) during each practicum with a link to an online form for the entry of the practicum evaluation for a Teacher Candidate (TC). As such, the following forms are provided as samples only. The actual summative evaluation form is completed online. The formative assessment is completed in cooperation with the TC.

ATs are asked to complete the online evaluation form ideally by the last day of the practicum, but no later than one week after practicum is completed. In that way, ATs can share the evaluation contents with the TC. The evaluation form for use in Practicum One through Four is the same. If there is difficulty accessing any of these forms, please contact the Practicum Office at edupracticum@wlu.ca.

• Practicum Formative Evaluation Form: Sample
  • The Formative Assessment will be done at the end of the first week in each practicum. TCs will bring the form either electronically or in paper form and consult with the AT as they complete it. The TCs will then be responsible for uploading it for their Faculty Advisor/PLS Instructor to review with them during the practicum check-in.
• Practicum Summative Evaluation Form: Sample

Practicum Absence Reporting Form

This form is used by Teacher Candidates (TCs) to report ALL absences from their practicum placements. A link to the Practicum Absence Reporting Form can be found in Navigator, under: "Bachelor of Education" > "Resources."

Petition for Exception to Academic Regulations

Information regarding this form and the process for a petition can be found in the Bachelor of Education Program Handbook.

Conduct and behaviour of Teacher Candidates (TCs) in both academic and professional settings with respect to professional competencies is critical to a recommendation for certification to the Ontario College of Teachers (OCT). To provide students in the Bachelor of Education program with feedback and to take timely steps as needed regarding ethical and professional behaviour, both in academic and practicum settings, the Faculty of Education has developed a Professional Competencies Form. The Professional Competencies on which students are evaluated are closely aligned with the Ethical Standards for the Teaching Profession and Standards of Practice for the Teaching Profession and the roles and responsibilities of a teacher.

Should a concern arise around these professional competencies during a practicum, Associate Teachers (ATs) should seek assistance from the Practicum Office: edupracticum@wlu.ca.

Professional Competencies

1. The TC takes responsibility for establishing and supporting a positive climate in the Partner School classroom.
2. The TC cultivates professional relationships with ATs, administrators, and all school and/or board staff.
3. The TC maintains a respectful relationship with Laurier peers, faculty, and staff.
4. The TC demonstrates initiative and effort, and contributes to a positive climate in Laurier courses and activities.
5. The TC accepts responsibility for their own behaviour.
6. The TC engages in ongoing reflection to improve practice.
7. The TC demonstrates consistent and punctual attendance (follows attendance policy and ensures that all absences and lates are communicated to the intrustor or Practicum Office and AT).
8. The TC demonstrates a professional demeanour at all times within the school (Partner School and Laurier) and related activities.
9. The TC upholds the principles of the ethical standards of care, integrity, trust, and respect at Laurier, the Partner School, and in related activities.
10. The TC's behaviour demonstrates that they are fit to learn and work at Laurier, the Partner School, and anywhere the TC is representing Laurier.
11. The TC engages in coursework, both through discussion and submission of assignments, effectively and professionally (e.g., requesting extensions prior to deadlines, focusing on the current course, completing work to the best of their abilities).
12. The TC shows acceptable levels of understanding in a course to be able to continue in the program (e.g., will meet the minimum C grade for each course, or P for any Pass/Fail courses).

An extract of the Memo titled: Practical Experience in Programs of Professional Education sent to Deans and Directors of Faculties of Education on January 27, 2022.

The Accreditation of Teacher Education Programs Regulations (O. Reg. 347/02) of the Ontario College of Teachers Act ("Act") sets out requirements for the accreditation of programs of professional education in Ontario, which include practice teaching. All Ontario faculties, colleges, and schools of education require candidates to complete a minimum of 80 days of practical experience in a regular classroom or other setting approved by the College.

As noted in the Memo, to fulfill the requirements of Regulation 347/02 and the Teachers' Qualifications Regulation (O. Reg. 176/10) of the Act, the College requires that (1) a faculty member be appointed as an advisor for the candidate and (2) the practical experience:

• is a minimum of 80 days
• includes observation and practice teaching
• is completed in an instructional setting in schools or other situations that use the Ontario curriculum or in situations approved by the College
• is completed in: English-language schools if the candidate is to be certified to teach in English (or in French as a Second Language) and the candidate is enrolled in an English-language program of professional education; or French-language schools if the candidate is to be certified to teach in French and is enrolled in a French-language program of professional education
• takes place in instructional settings which are related to the areas of concentration of the candidate's program of professional education, that is, in primary (K – Grade 3) and junior (Grade 4 – 6) classrooms for a candidate whose areas of concentration are the primary and junior divisions or in intermediate (Grade 7 – 10) and senior division (Grade 11 – 12) subject-specific classrooms for a candidate whose areas of concentration are the intermediate and senior divisions
• enables candidates to participate in settings related to each division and, where applicable, at least one of the subject areas of the program that are relevant to the candidate's program. Where possible, candidates would be better prepared if they have an opportunity to obtain experience in both subject areas
• is supervised and assessed by an experienced teacher who is a member of the College in good standing. The College recognizes that the determination of a candidate's success in the practicum is informed by the associate teacher's assessment but that the responsibility for final evaluation rests with the faculty member
• is successfully completed and so noted on the transcript sent to the College.

In addition, the College recommends that the practical experience occur in a restricted subject, identified in section 19 of Regulation 298 Operation of Schools, made under the Education Act, only if the candidate's area of concentration in the program of professional education is in such a subject. Further, the College recommends that candidates not be placed in specialized settings such as Special Education where students are congregated for instruction.

The College recognizes that K-12 program delivery occurs in a number of face-to-face, online and blended instructional settings. Effective teaching with technology requires an understanding of how to represent concepts and content in remote learning situations. A candidate’s practical experience should reflect the current teaching and learning reality of Ontario classrooms. As a result, it must take into account the instructional situation in which they are placed and may take place in a virtual classroom or other online environment that adheres to the criteria listed above. For example, if a candidate is placed in a school setting where the teaching is occurring remotely/is a virtual classroom, then the candidate’s practicum is an opportunity to teach and learn virtually.

Candidates must successfully complete the practicum to complete the program of professional education. Deans and directors of programs of professional education will only report successful program completion to the Registrar and will only recommend certification for those candidates who have successfully completed the practicum.

The new Transitional Certificate of Qualification and Registration was created following a request by the Ministry of Education to assist in addressing systemic teacher shortages in the province by enabling teacher candidates to gain employment as teachers while completing their initial teacher education program.

Who Can Apply?

Ontario teacher candidates can apply for a transitional certificate if they:

• Have successfully completed a minimum of 30 postsecondary credits, or their equivalent, in their program of professional education consisting of a combination of methodology and foundation courses.
• Have successfully completed a minimum of 40 days of their practicum.

In order to be granted a transitional certificate, applicants must pay all necessary fees and meet all other applicable certification requirements.

What Can I Do with the New Transitional Certificate?

A transitional certificate enables Ontario teacher candidates to be employed as teachers while completing their initial teacher education program. Up to 20 days of this teaching experience may be used to satisfy practicum requirements.

How Long is the Transitional Certificate Valid?

A transitional certificate is valid for 18 months, with the potential of a one-time, six-month extension granted by the Ontario College of Teachers (OCT), as long as the member maintains their membership in good standing. It may be converted into a general Certificate of Qualification and Registration when OCT receives a teacher education transcript and report from faculty confirming the applicants' program completion.

For additional information, please visit the OCT FAQ page.