BEd Practicum and Field Experience
In total, Bachelor of Education candidates spend 40 weeks in classroom settings during their two years in the Laurier Faculty of Education. That is more than twice the provincial requirement of 80 days!
Teacher Education Candidates (TECs) spend two days per week at their Professional Development Schools (PDS) during the 20 weeks when on‐campus courses are in session. These 40 PDS Field Days provide opportunities for TECs to observe and gain some practical experience in program areas and classrooms different from the classrooms assigned for practicum placements. PDS Field Days also enable them to develop ongoing relationships with the school staff and sustain involvement in classroom and school‐wide activities throughout the year. Approximately halfway through the first semester of Year 1, TECs complete the extended field days block, spending two full weeks in one classroom at their PDS site. This practical experience provides TECs with an opportunity for in‐depth observation of teaching and learning through sustained immersion in one classroom.
TECs complete the first three-week practicum at the end of the first semester of Year 1. During Practicum One, TECs teach up to 25% of the time under the supervision of their associate teacher.
TECs complete the second three‐week practicum just before March break of Year 1, teaching up to 50% of the time under the supervision of their associate teacher.
The Alternative Placement is a three‐week field experience placement that occurs at the end of Year 1 of the program. TECs work in a voluntary capacity in various contexts where learning takes place (e.g. Section 23 Programs, KidsAbility, museums, outdoor education centres) or take advantage of international teaching opportunities. Arranged individually by each TEC according to his/her interests, the Alternative Placement provides TECs with valuable field experience that may not be available at their PDS sites. Both Ontario and selected international placements are possible.
The timing of the Alternative Placement program is strategically scheduled at the end Year 1 of the two-year program to provide the opportunity for TECs to extend their work at the their placement sites. Extensions to Alternative Placements are at the invitation of the host organization and require written approval of their site supervisor.
The Alternative Placement is a required non-credit course within the Bachelor of Education program. Successful completion of this 90-hour placement before June 15, 2016 is required for progression to Year 2 of the program. Completion of the placement will be verified upon receipt by the Laurier Field Experience Office of the Summative Evaluation and Timesheet, signed by the site supervisor.
TECs move to a different PDS for the second year of the program, enhancing their knowledge and appreciation of the diversity of schools within Ontario.
TECs spend two days per week (30 days total) at their PDS during the 15 weeks when on‐campus courses are in session. The PDS Field Days also provide opportunities to apply theoretical constructs from courses to immediate school and classroom experiences.
TECs complete the third practicum (two‐weeks in length) halfway through the first semester of Year 2, teaching a minimum of 50% of the time.
TECs complete the fourth practicum (three weeks in length) at the end of the first semester of Year 2 during which TECs assume responsibility for teaching a minimum of 75% of the time.
Practicum Five: Laurier Professional Placement
TECs complete the fifth and final practicum at their PDS site at the end of the second semester of Year 2. The final practicum, the Laurier Professional Placement (LPP), is a 10‐week block placement that provides extensive opportunities for varied classroom and school experiences, and supports TECs in transitioning from student teacher to practicing professional. At various points during the LPP, TECs will assume responsibility for teaching 100% of the program under the supervision of the associate teacher. TECs are assigned a mentor teacher at their PDS school site who provides ongoing support and guidance throughout the last year of the program and during the LPP.