University Facilitators

University Facilitators (UFs) are liaisons between the University of Alberta and its school partners.

Mark Stukoski | University Facilitator

 

As practicum learning coaches, it is our mandate to ensure that all student teachers have an opportunity to experience a high level of success not only in their practicum experience, but in their quest to become the educators of tomorrow.

-Mark Stukoski
Zone 4

Roles and Responsibilities

University Facilitators (UFs) are liaisons between the University of Alberta and its school partners. As such, University Facilitators (UFs) serve a dual role:

  • They serve as a facilitator and link between schools and the University; and
  • They support Student Teachers with developing the knowledge, skills, and attributes required of Student Teachers by the University and the Teacher Qualification Service.

University Facilitators Will:

  • Attend scheduled University Facilitator cohort meetings with Field Experience Associate;
  • Make early contact with Principals, School Coordinators, and all Mentor Teachers in assigned schools.  Collect pertinent information, prior to the Field Experience, to share with Student Teachers;
  • Support Mentor Teachers and School Coordinators to understand their roles, responsibilities, and week-by-week guidelines;
  • Conduct 3 observations of each Student Teacher over the course of the field experience, providing oral and written feedback; 
  • Lead a brief meeting with Student Teacher cohorts if required;
  • Support Mentor Teachers, if needed, to provide ongoing written and oral feedback to Student Teachers;
  • Document progress of student teachers and e-mail weekly visitation records to the zone Field Experience Associate;
  • Ensure the Field Experience Associate is aware of potential concerns, Notifications of Concern, and terminations;
  • Issue a Notification of Concern in consultation with the Mentor Teacher and Field Experience Associate, if necessary;
  • Ensure that Student Teachers have reviewed their Midpoint Self-Evaluation Form with their Mentor Teacher; 
  • Review the draft of the final evaluation to ensure that it is fair, complete, and accurate, providing feedback to the Mentor Teacher if needed; 
  • Use email or eClass to collect weekly Student Teacher Reflections and mid-point self evaluations; and
  • Collect final evaluations from Mentor Teachers by email, check file name and other information for accuracy, then submit the evaluation to the Field Experience Associate via email or eClass. 

Application Information

University Facilitators (UFs) are academic staff and retired teachers who represent the University to the school. They report to a Field Experiences Associate and provide support to Student Teachers, Mentor Teachers and School Coordinators and are hired on a term-by-term basis.

If you are an educator with an Alberta Teaching Certificate and are interested in becoming a University Facilitator, please complete and the UF Application form available under the Forms tab.

Completed applications with attached curriculum vitae (resume) should be emailed to: educinfo@ualberta.ca

 

IFX Week by Week Guidelines

  • Become familiar with Field Experiences Termination, Notification of Concern, and Withdrawal Protocols.
  • Meet with/introduce yourself to School Coordinator, and/or administration.
  • Remember to sign in at schools.
  • Be aware of school expectations and ensure they align with University Field Experience course expectations.
  • Become familiar with school timetables and policies as needed.
  • Remind School Coordinators to collect emergency contact information from Student Teachers.
  • Make weekly visits to each school to
    • Meet with Student Teachers as a cohort group;
    • Make contact with Mentor Teachers; and
    • Monitor individual Student Teacher progress and self-assessment.
  • Be certain that a plan exists for Student Teachers to observe and progress into large group teaching opportunities.
  • Remind students to share weekly reflections electronically with their University Facilitator using the reflection template.  
  • Support the development of collaborative climates and active lines of communication among University, Student Teacher, Mentor Teacher, School Coordinator and other school staff.
  • Initiate and maintain communication with Mentor Teachers and/or School Coordinators to
    • Clarify any concerns regarding experiences and expectations;
    • Clarify procedures for Student Teachers, Midpoint Self-Evaluations, Mentor Teachers, Final Evaluations, and the process for writing a Notification of Concern.
  • Monitor Student Teachers’ progress.
  • During individual and cohort meetings
    • Ensure Student Teachers are aware of Delete and Withdrawal Dates;
    • Facilitate discussion surrounding topics such as teaching and learning strategies, techniques for measuring student progress, and effective classroom management;
    • Remind Student Teachers to arrange to obtain Programs of Studies, resources required to teach lessons, information about students that will affect planning;
    • Assist Student Teachers in structuring and keeping an organized plan book;
    • Remind Student Teachers to plan additions to their professional teaching portfolio/resume;
    • Ensure Student Teachers are aware of FOIP policies;
    • Reinforce the ATA Professional Code of Conduct and Alberta Education Standards for Professional Competence (KSAs) within the context of the Field Experience;
    • Review the evaluation documents to ensure Student Teachers are familiar with them; and
    • Remind Student Teachers to explore opportunities to interact with students, including extracurricular involvement.
  • Conduct an observation of each Student Teacher on a regular basis (minimum 2 times during IFX) to provide oral and written feedback. 
  • Respond in a timely and consistent fashion to requests for assistance from Mentor Teachers and Student Teachers, particularly if Student Teachers are experiencing difficulties.
  • Meet with Mentor Teachers to confirm that school expectations align with University Expectations.
  • Communicate with Mentor Teachers/School Coordinators to support Student Teacher progress and clarify any concerns regarding experiences and expectations.
  • Meet weekly with the Student Teachers individually and/or in cohorts as appropriate to share experiences and progress. During these meetings:
    • Ensure Student Teachers are aware of Withdrawal Dates.
    • Remind Student Teachers to take initiative in their interactions with students, in class and through their co-curricular/extra-curricular involvement
    • Remind Student Teachers of FOIP policies;
    • Assist Student Teachers in structuring and keeping an organized planbook;
    • Facilitate discussion surrounding topics such as teaching and learning strategies, techniques for measuring student progress, and effective classroom management;
    • Identify and discuss any issues and concerns.
  • Conduct an observation of each Student Teacher on a regular basis (minimum 2 times during IFX) to provide oral and written feedback.
  • Read Student Teacher written Professional Reflections.
  • Issue Notification of Concern if warranted.
  • Ensure that teaching load is aligned with University expectations; reinforce the ATA Professional Code of Conduct and Alberta Education Standards for Professional Competence (KSAs) within the context of the Field Experience.
  • Respond in a timely and consistent fashion to requests for assistance from Mentor Teachers and Student Teachers, particularly if Student Teachers are experiencing difficulties.
  • Ensure Student Teachers prepare Midpoint Evaluation Form for completion by the end of Week Three. Discuss completed Midpoint Self-Evaluation with Student Teacher and Mentor Teacher.
  • Meet with Student Teacher Cohort. During these meetings:
    • Ensure Student Teachers have begun their extracurricular involvement;
    • Facilitate discussion surrounding topics such as teaching and learning strategies, techniques for measuring student progress, and effective classroom management;
    • Identify and discuss any issues and concerns.
  • Conduct an observation of each Student Teacher on a regular basis (minimum 2 times during IFX) to provide oral and written feedback.
  • Read Student Teacher written Professional Reflections. 
  • Issue a Notification of Concern  in consultation with Mentor Teacher, if warranted.
  • Ensure that the teaching load for the Student Teacher is consistent with University expectations.  Student Teachers should maintain responsibility for a minimum of .5 FTE.
  • Read Student Teacher Midpoint Evaluation Form and discuss with Mentor Teacher and Student Teacher.
  • Meet with Student Teacher cohort. During these meetings,
    • Ensure Student Teachers are involved in extracurricular activities
    • Facilitate discussion surrounding topics such as teaching and learning strategies, techniques for measuring student progress, and effective classroom management;
    • Identify and discuss any issues and concerns.
  • Conduct an observation of each Student Teacher on a regular basis (minimum 2 times during IFX) to provide oral and written feedback.
  • Read Student Teacher written Professional Reflections. 
  • Review the drafts of the Final Evaluation Forms, and discuss any potential changes with the Mentor Teachers.
  • Ensure Student Teachers continue to teach approximately half of the instructional day.
  • Read the Student Teacher's written Professional Reflections.
  • Collect Final Evaluation Forms and submit via ualberta email,  grouped according to school, to the Field Experience Associate.

AFX Week by Week Guidelines

  • Remind School Coordinator to collect Student Teacher emergency contact information.
  • Monitor individual Student Teacher progress and self-assessment.
  • During individual and cohort meetings,
    • Ensure Student Teachers are aware of Delete and Withdrawal Dates.
    • Ensure students are aware of the Knowledge, Skills, and Attributes, indicated on the Final Evaluation Form, that they are required to demonstrate by the end of their practicum.
    • Reinforce the ATA Professional Code of Conduct and Alberta Education Standards for Professional Competence (KSAs) within the context of the Field Experience;
    • Review the evaluation documents to ensure Student Teachers are familiar with them; and
    • Remind Student Teachers to begin to explore opportunities for extracurricular involvement.
  • Be aware of school expectations and ensure they align with University Field Experience course expectations as identified on the website.
  • Initiate and maintain communication with Mentor Teachers and/or School Coordinators to support Student Teacher progress
  • Clarify any concerns regarding: Midpoint Self-Evaluations, Mentor Teachers; Final Evaluations, and the process for writing a Notification of Concern.
  • Respond in a timely and consistent fashion to requests for assistance and formal evaluations from Mentor Teachers and Student Teachers, particularly if Student Teachers are experiencing difficulties.
  • Meet weekly with Student Teacher cohort to share experiences and progress.
  • Conduct an observation of each Student Teacher on a regular basis (minimum 3 times during AFX) to provide oral and written feedback. 
  • Ensure that teaching and planning load is aligned or consistent with university expectations.
  • Respond in a timely and consistent fashion to requests for assistance and formal evaluations from Mentor Teachers and Student Teachers, particularly if Student Teachers are experiencing difficulties.
  • Meet weekly with Student Teacher cohort to share experiences and progress. During these meetings,
    • Remind Student Teachers participate in co-curricular/extra-curricular activities.
    • Discuss the Knowledge, Skills, and Attributes, indicated on the Final Evaluation Form , that they are required to demonstrate by the end of their practicum.
    • Assist Student Teachers in structuring and keeping an organized plan book;
    • Facilitate discussion surrounding topics such as teaching and learning strategies, techniques for measuring student progress, and effective classroom management;
    • Identify and discuss any issues with Student Teachers and/or Mentor Teachers.
  • Conduct an observation of each Student Teacher on a regular basis (minimum 3 times during AFX) to provide oral and written feedback.
  • Read Student Teacher written Professional Reflections.
  • Issue a Notification of Concern  in consultation with Mentor Teacher, if warranted.
  • Ensure that teaching and planning load is aligned or consistent with university expectations.
  • Respond in a timely and consistent fashion to requests for assistance and formal evaluations from Mentor Teachers and Student Teachers, particularly if Student Teachers are experiencing difficulties.
  • Meet weekly with Student Teacher cohort to share experiences and progress. During these meetings,
    • Ensure Student Teachers are aware of Withdrawal Dates;
    • Remind Student Teachers to plan their extracurricular involvement
    • Discuss the Knowledge, Skills, and Attributes, indicated on the Final Evaluation Form, that they are required to demonstrate by the end of their practicum.
    • Identify and discuss any issues and concerns.
  • Conduct an observation of each Student Teacher on a regular basis (minimum 3 times during AFX) to provide oral and written feedback.
  • Read Student Teacher written Professional Reflections.
  • Issue a Notification of Concern  in consultation with Mentor Teacher, if warranted.
  • Ensure Student Teacher Midpoint Self Evaluation is being prepared by end of Week 4 (draft) for review by the Mentor Teacher and completion early in Week 5.
  • Identify and discuss any issues and concerns with Student Teachers and Mentor Teachers.
  • Meet weekly with Student Teacher cohort to share experiences and progress. During these meetings,
    • Ensure Student Teachers are aware of Withdrawal Dates;
    • Remind Student Teachers to plan their extracurricular involvement
    • Discuss the Knowledge, Skills, and Attributes, indicated on the Final Evaluation Form, that they are required to demonstrate by the end of their practicum.
    • Identify and discuss any issues and concerns.
  • Conduct an observation of each Student Teacher on a regular basis (minimum 3 times during AFX) to provide oral and written feedback.
  • Read Student Teacher written Professional Reflections.
  • Issue a Notification of Concern  in consultation with Mentor Teacher, if warranted.
  • Read Student Teacher Midpoint Self Evaluation and discuss with Mentor Teacher and Student Teacher.
  • Meet weekly with Student Teacher cohort to share experiences and progress. During these meetings,
    • Ensure Student Teachers are aware of Withdrawal Dates;
    • Remind Student Teachers to plan their extracurricular involvement
    • Discuss the Knowledge, Skills, and Attributes, indicated on the Midpoint Self Evaluation, that they are required to demonstrate by the end of their practicum.
    • Identify and discuss any issues and concerns.
  • Conduct an observation of each Student Teacher on a regular basis (minimum 3 times during AFX) to provide oral and written feedback.
  • Read Student Teacher written Professional Reflections.
  • Issue a Notification of Concern  in consultation with Mentor Teacher, if warranted.
  • Meet weekly with Student Teacher cohort to share experiences and progress. During these meetings,
    • Ensure Student Teachers are aware of Withdrawal Dates;
    • Remind Student Teachers to plan their extracurricular involvement
    • Discuss the Knowledge, Skills, and Attributes, indicated on the Final Evaluation Form, that they are required to demonstrate by the end of their practicum.
    • Identify and discuss any issues and concerns.
  • Conduct an observation of each Student Teacher on a regular basis (minimum 3 times during AFX) to provide oral and written feedback.
  • Read Student Teacher written Professional Reflections.
  • Issue a Notification of Concern  in consultation with Mentor Teacher, if warranted.
  • Meet weekly with Student Teacher cohort to share experiences and progress. During these meetings,
    • Ensure Student Teachers are aware of Withdrawal Dates;
    • Remind Student Teachers to plan their extracurricular involvement
    • Discuss the Knowledge, Skills, and Attributes, indicated on the Final Evaluation Form, that they are required to demonstrate by the end of their practicum.
    • Identify and discuss any issues and concerns.
  • Conduct an observation of each Student Teacher on a regular basis (minimum 3 times during AFX) to provide oral and written feedback.
  • Read Student Teacher written Professional Reflections.
  • Issue a Notification of Concern  in consultation with Mentor Teacher, if warranted.
  • Discuss the draft of final evaluation document with Mentor Teacher and Student Teacher. Suggest revisions if necessary.
  • Meet weekly with Student Teacher cohort to share experiences and progress. During these meetings,
    • Ensure Student Teachers are aware of Withdrawal Dates;
    • Remind Student Teachers to plan their extracurricular involvement
    • Discuss the Knowledge, Skills, and Attributes, indicated on the Final Evaluation Form, that they are required to demonstrate by the end of their practicum.
    • Identify and discuss any issues and concerns.
  • Conduct an observation of each Student Teacher on a regular basis (minimum 3 times during AFX) to provide oral and written feedback.
  • Read Student Teacher written Professional Reflections.
  • Visit schools to obtain formal and informal feedback from Student Teachers, School Coordinators, and Mentor Teachers.
  • Collect Final Evaluation Forms and submit via ualberta email,  grouped according to school, to the Field Experience Associate.

FAQ

All University Facilitators are paid an honorarium of $190.00 per Introductory Professional Term (5 week) student teacher per term and $240.00 per Advanced Professional Term (9 week) student teacher per term. Mileage reimbursement appears on the mileage claim form.

Honoraria payments are processed during the last month of practicums. Fall Term payments go out in December and Winter Term payments go out in April.

No. Groups are, generally, decided based on geographical locale of schools and/or University Facilitator familiarity with the school(s). Most University Facilitators end up with both levels of practicum placements and student teachers working in all divisions in their groupings.

We expect that University Facilitators make one-to-one contact with their Student Teachers on a weekly basis, either through in person visits or by phone or email. We also expect students are observed while teaching for about 20 minutes at least twice during IFX and three times during AFX.  Following the observation, Student Teachers should be provided with written feedback using the observation form and participate in a debriefing conversation of 10-20 minutes with the University Facilitator.  Some student teachers may require more frequent feedback or individual support.  The decision to provide that support is made at the University Facilitator's discretion, in consultation with the Field Experience Associate if necessary.  

University Facilitators should be leading a weekly meeting with each cohort of Student Teachers.

Ensure that the Mentor Teacher and the School Coordinator are aware of any concerns that you and/or the Student Teacher may be having. It would be helpful to remind the Mentor Teacher of the week-by-week guidelines for both the IFX and AFX programs. Concerns about insufficient mentoring or supervision by the Mentor Teacher should be discussed with the School Coordinator. University Facilitators should not criticize the program nor the classroom practices of a Mentor Teacher.

It is clearly indicated in the Student Teacher expectations that student teachers must attend the weekly cohort meetings organized by the University Facilitator. Other than missing the meeting for an event or responsibility related to their practicum, there is no reason why a Student Teacher should miss a cohort meeting. The University Facilitator should remind the student that they must attend cohort meetings. If this continues to be a problem, the University Facilitator should contact their Field Experience Associate to discuss this matter with the student teacher.

It is clearly indicated in the Student Teacher expectations that they must complete reflections related to the work they are doing in their practicum. These reflections should be completed on a weekly basis, using the template provided, and submitted to the University Facilitator electronically.  Failure to meet any of the expectations for student teachers is sufficient grounds for failing the practicum.. The University Facilitator should be reviewing the reflections and discussing any concerns indicated in the reflection with the Student Teacher. If a common concern shows up in many of the Student Teacher reflections, the University Facilitator may choose to make this a topic of discussion in the weekly cohort meeting.

The Mentor Teacher should be initiating the creation of this document and completing the details of the document, with assistance from the University Facilitator if required. The University Facilitator and the Mentor Teacher should meet to issue the NOC to the Student Teacher. The School Coordinator and/or Field Experience Associate may also be involved if desired. The University Facilitator should ensure that the Student Teacher understands the areas of concern and the timeline in which these concerns need to be satisfactorily addressed. The University Facilitator should provide their Field Experience Associate with a copy of all NOCs.

The Field Experience Associate should be contacted immediately in this situation and will take over the termination process.

A draft of the Final Evaluation should be reviewed by the Student Teacher and University Facilitator prior to the evaluation due date. If, at that time, there are comments that the Student Teacher finds unfounded, inappropriate, or lacking, a conversation between the Student Teacher and the Mentor Teacher needs to occur. This conversation may be facilitated by the University Facilitator.  If the issue cannot be resolved between the Student Teacher, the Mentor Teacher, and the University Facilitator, the Field Experience Associate should be contacted.