Overview of the Field Experiences in the Concurrent Teacher Education Program
The Concurrent Teacher Education Program provides Concurrent Education Students with a variety of field-based education-related experiences and the opportunity to connect these experiences to content taught in their courses at U of T. Over the course of the program, Concurrent Education Students will complete the equivalent of 115 to 125 days of guided field experiences in a range of teaching contexts. Initially, students will have the opportunity to observe school communities and gradually become involved in tutoring, student-teaching, and research-based inquiry experiences.
Criminal Record Check process
POLICE REFERENCE CHECK FOR UOFT SCARBOROUGH CTEP STUDENTS
If your permanent address is in the City of Toronto which means that your postal code begins with the letter "M" you may go to either the OISE Registrar's Office or the UofT Scarborough Registrar's Office to obtain the Consent to Disclosure of Personal Information form. The procedures are listed below. Students with a postal code that begins with a letter other than "M" should click here for instructions. ? Once you have completed the form, your signature will be witnessed by authorized Registrar's Office staff and the form will be returned to you. ? You will be required to produce two pieces of valid government issued identification, one with a photo (expired identification will not be accepted); one of the pieces of ID must confirm date of birth and address (for example a driver's license and a passport). If your ID does not have your correct address you must bring a bill from a phone or utility company or a lease that shows your address. If you have not lived at the same address for 5 or more years, you will need to complete the previous mailing address portion of the form. ? You must then mail the form and payment to Toronto Police Services. For the payment amount and the mailing address click here. ? If you do not live in the city of Toronto or for additional information go to:
http://www.oise.utoronto.ca/ro/Police_Checks/index.htmlor OISE Registrar's Office, Initial Teacher Education, Admitted Students Unit Telephone: 416-978-4300 | Email: admitted@oise.utoronto.ca
Objectives of the Field Placements
Objectives of the field placements in the Concurrent Teacher Education Program vary according to specific course requirements. However, general objectives of the Field Placement in CTEP are the following:
Field Placement settings will be allocated taking into account students' experience, area of study, goals, interests, and transportation needs where possible. In ensuring success in negotiating and organizing field placements, it is particularly important for students and course instructors to communicate regularly with the Unit-level Coordinator.
Table 1 highlights practical experiences over the course of the program, while Table 2 focuses on types of practical experiences in terms of the nature of the experience, credit value, length and type of placing organization.
| Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | |
| Observation Field Experience in schools
connected to the Child and Adolescent Development course
12-20 hours
Completed in Years 1 or 2 |
Observation Field Experience in the community connected
to the Equity and Diversity in Education course 15-20 hours
Completed in Years 2 or 3 |
Observation and Teaching Field Experience connected to
the Princinples of Teaching course
20 hours Completed in Years 3 CTEP Internship 100 hours+ completed in Years 3 |
Observation and Tutoring Field Experience connected to
the Inclusive Education course
20 hours |
Mentored Inquiry and Teaching course
10-15 days in schools
Practicum 1 35 to 40 days in schools |
Mentored Inquiry and Teaching course
10-15 days in schools
Practicum 2 20 to 25 days in schools |
Table 1: Practical Experiences in the Concurrent Teacher Education Program from Years 1 to 5
| Type of placements | Nature of placements | Credit Value | Length | Organization |
| Field Experience | Observation or tutoring (monitored) | Linked to three 0.5 credit courses offered in Years 1, 2 or 3 | 12-20 hours * 3 | School/community |
| Mentored Inquiry | Pre-practicum experience in schools
(instruction, research support and guidance and evaluation |
Linked to courses offered in Years 5 2 * 0.25 credit | 10 - 15 days * 2 | School |
| Practicum | Evaluated student teaching experience in schools, with a focus on the school community, and classroom practice | 2 * 0.25 credit | 35 - 40 days & 20 - 25 days | School |
| Internship | Self-nominated; Completion or non-completion indicated on student record | 0 credits | School/ community / international |
Table 2: Type of Practical Experiences in the Concurrent Teacher Education Program
Program components, which have been labeled field experiences, exceed the requirements of the Ontario College of Teachers, and are designed to allow Concurrent Education students to connect experiences in schools, classrooms, and community settings to their coursework. The field experiences in communities and schools are located in the early years of the program and are designed to allow Concurrent Education Students to explore education in diverse contexts. They are linked specifically to the Child and Adolescent Development in Education, Equity and Diversity in Education and Inclusive Education courses. Placements for field experiences are the responsibility of the CTEP Partner Coordinator in each unit and the CTEP Tri-Campus School University Community Partnership Coordinator who works closely with course instructors. Field experience assignments should be linked to the CTEP electronic Portfolio.
In the Concurrent Program, students will also engage in 10 to 15 Mentored Inquiry and Teaching (MIT) days. MIT days are linked to courses offered in Years 4 and 5 of the program and will be taken in conjunction with other B.Ed. courses including Curriculum, Instruction and Assessment, The Social Foundations of Teaching and Schooling, The Psychological Foundations of Learning as well as practicum placements. This course will include 10-15 days in schools over the course of the academic year. During MIT days, Concurrent Education Students will visit local schools to conduct inquiry-based research activities. Students will be paired with mentors in the schools who may later serve as their practicum teachers also referred to as associate teachers or ATs.
The purpose of the MIT days is to allow Concurrent Education Students to interact with the school community and to explore areas of research, as well as the opportunity to carry out inquiry-based activities that focus on improving instruction and contribute to student success. The Mentored Inquiry and Teaching course draws upon foundational and curricular concepts introduced throughout the program. Its goal is to help developing teachers make sense of their experiences as beginning practitioners. During MIT days in schools Concurrent Education Students will inquire about, and reflect on issues and challenges in practice, establish the habit of working with other educators to solve problems, and question assumptions about teaching and learning from a range of perspectives.
An inquiry focus is also an important part of our work with Concurrent Education Students and is reflected in our curriculum and assignments, for instance through action research. Therefore, MIT uses inquiry-based activities to help explore the links between areas like methodology, development, and the social foundations of schooling. Through school visits and seminars, Concurrent Education Students will have the opportunity to conduct research in schools and discuss their findings with practitioners in the field.
The Ontario College of Teachers requires practicum placements as evaluated student-teaching days. The Regulation states that candidates are required to have accumulated 40 evaluated studentteaching (practicum) days in their B.Ed program. In the Concurrent Teacher Education Program, students will be required to complete up to 60 days of evaluated student-teaching (practicum) over the course of the program. Concurrent Education Students' practicum placements are located in Years 4 and 5 of the program. Instructors and staff at OISE in collaboration with the OISE School-University Partnership Office and the Tri-Campus School University Community Partnership Coordinator will coordinate these placements.
Note: Concurrent Education students must not make their own arrangements for Practicum placement.It is important to note that students are required to:Practicum — Elementary
Concurrent Education Students who are preparing to become elementary school teachers (Primary/Junior), complete one Practicum in each of the Primary and Junior divisions. In Primary placements, Concurrent Education Students will teach in classrooms from Junior Kindergarten to Grade 3. In Junior placements, they will teach in classrooms from Grades 4 to 6.
Practicum — Secondary
Concurrent Education Students who are preparing to become secondary school teachers (Intermediate/Senior) complete one Practicum in each of their teaching subjects, pending Associate Teacher availability. I/S Candidates will be assigned to a different school for each Practicum session, thus having the opportunity to learn from a range of experiences.
The purpose of the Anchor Subject Internship is to integrate, extend and deepen the learning experiences of each Concurrent Education Student as he/she identifies particular academic or practical interests throughout the course of his/her studies. Building on their individual interests and needs, Concurrent Education Students can choose from a wide variety of Internship opportunities including school sites, non-school sites or international sites.
The Internship is embedded in the undergraduate degree (B.A, B.Sc, B.P.H.E and B.Mus), and connects the candidates' subject specializations to aspects of the teaching profession. The Internship can take place in Years 3 of the program and the minimum requirement is 100 hours of education-related experience. For example, a candidate in the Biology Program at the University of Toronto Mississauga could enroll in a CTEP internship opportunity that focuses on the development of a curriculum on "plants in Ontario" for the neighboring Outdoor Science Education Centre.
Two of the Concurrent Teacher Education Program mandated courses include 20 hour practical experience, Students will begin these courses in second year.
The B.A or B.Sc program requires the completion of 20.0 FCE, primarily concentrated in the academic areas where the candidate will qualify to teach.
The education-focused courses embedded in the B.A or B.Sc.include:
| FCE | Course description | Place in program |
| 0.5 | Child and Adolescent Development, with 12-20-hours field experience - learner focused. Must be completed by the end of year 2. | Years 1 or 2 |
| 0.5 | Equity and Diversity in Education, with 15-20-hours field experience - community and schools focused. Must be completed by the end of year 3. | Years 2 or 3 |
| 0.5 | Communications and Conflict Resolution, selected from a menu of approved courses. Must be completed by the end of year 3. | Years 2 or 3 |
| 0 | Concurrent Teacher Education Program Internship with flexible timing, in or out of term, as individually arranged, in schools, community organizations, etc. | Years 3 |
The B.Ed. requires the completion of 5.0 FCE as part of the professional development of the teacher candidate. The B.Ed. component of the Concurrent Teacher Education Program requires the completion of 5.0 FCE courses including at least 60 days of practicum placement in schools. These courses are administered by OISE/UT. Some of these courses will be given at OISE/UT on the St. George campus, the majority of which will be part of the Professional Session that takes place in year 5 of the Concurrent Teacher Education Program five-year program.
B.Ed. Courses = 5.0 FCE
| FCE | Course description | Place in program |
| 0.5 | Principles of Teaching: Legal, Ethical and Professional, with 20-hour field experience | Years 3 |
| 0.5 | Inclusive Education: ESL and Exceptional Learners, with 20-hour field experience. | Years 4 |
| 0.5 | Psychological Foundations of Learning | Years 5 |
| 0.5 | Social Foundations of Teaching and Schooling | Years 5 |
| 0.5 | Two units of Mentored Inquiry and Teaching (MIT), each of 0.25 FCE. | Years 5 |
| 2.0 | Curriculum, Instruction, and Assessment. Distinct sections for Primary/Junior and Intermediate/Senior. | Years 5 |
| 0.5 | 0.25 Practicum Placement - 35-40 days 0.25 Practicum Placement - 20-25 days |
Year 5 Year 5 late April |