Student Teachers

Karli Makichuck | Student Teacher | Teaching in classroom

 

The most inspirational thing I have learned is how important the student- teacher relationship is. If they know you care about them, they’ll care about what you are teaching

-Karli Makichuk
Sister Annata Brockman

 

Before My Field Experience (FX)

Registration in a Field Experience course (EDFX ###) is a two-step process:

  1. Like any U of A course, you must register via Bear Tracks in the appropriate EDFX course during registration (As an IFX student, you must register in an on-campus seminar, which will automatically register you for the student teaching portion of the Field Experience). In order to facilitate the placement process, register as early as possible.
  2. Next, you must also provide information about yourself through the Faculty of Education's Student Teaching On-Line Registration website. This information is entered into a database maintained by Field Experiences staff. It is used only in establishing and managing student placements. It is critical that your placement information is current and accurate.
  • Program match is the most important factor used to determine where you will be placed for your Field Experiences.
  • Access to transportation will not be a determining factor when making placements in the Edmonton Area. While Field Experiences staff members will attempt to place you near to your home, it is not always possible to do so.
  • The Edmonton Area includes Devon, Fort Saskatchewan, St Albert, Sherwood Park, Leduc, Spruce Grove, Stony Plain, and any other community located within 40 km of Edmonton.
  • A placement is considered a Regional Placement if the school is located more than 40 km from Edmonton.
  • The Field Experiences staff arranges placements in Alberta schools from Red Deer school districts and north.
  • Typically, the deadline for registering for regional placements (north of Red Deer) occurs two weeks earlier than for local placements.
  • Consideration for placements south of Red Deer will be done only in exceptional circumstances for AFX students. Requests shall be made to the Assistant Dean of Field Experiences prior to June 1 for fall placements and November 1 for winter placements.

The Undergraduate Student Services office, via the Field Experiences unit, has the authority and responsibility for arranging all field experience placements.  Student Teachers must be familiar with the following Field Experiences Placement Guidelines:

  • All placements are to be made by Field Experience staff.  Under no circumstances should a Student Teacher solicit his/her own placement.
  • Placements for University of Alberta Student Teachers are arranged in Alberta schools from Red Deer school districts and north; however, the University of Alberta will consider requests for AFX placements south of Red Deer in exceptional circumstances (see website: Student Teachers > Placement Information > Regional).
  • Program match is the most important factor when making placements. Access to transportation will not be a determining factor when making placements in the Greater Edmonton Area.
  • Student Teachers are encouraged to apply for a Regional Placement.
  • Generally, Student Teachers are not placed in any schools for the following reasons, and are obligated to notify Field Experience staff for any conflicts where they:
    • have attended as a student within the last 5 years,
    • have family members are currently enrolled,
    • are related to a staff member (e.g. any immediate family member), or
    • have been employed.
  • Field placements are intended to provide an unbiased context in which to develop teaching skills and understanding and to provide a variety of teaching and school contexts. Student Teachers must be placed in different schools during their IFX and AFX placements.
  • Elementary field placements involve matching a Student Teacher to a school. The school staff will match Student Teachers to Mentor Teachers either before or after the field experience begins.
  • Secondary field placements involve considering the Student Teacher's major when matching a Student Teacher to a specific Mentor Teacher.
    • It is not uncommon to have some teaching responsibilities for subjects outside of a declared Major.
  • If Student Teachers would prefer a placement with a Public or Catholic school board, they should indicate this information when registering on-line for a field placement. Keep in mind that a Public or Catholic placement may not be available due to circumstances beyond the control of the Field Experiences staff.
  • Student Teachers presenting special needs or personal extenuating circumstances (e.g., illness in the family, changes that could not be anticipated) may meet with the Director of Student Support to ask for these circumstances to be taken into consideration during the placement process.
  • Student Teachers requiring modification related to the dates of the Field Experience must contact the Assistant Dean of Field Experiences prior to the beginning of the Field Experience.
  • Student Teachers who are concerned about their placement should consult Undergraduate Student Services.

What is the purpose of the email of introduction?

The email of introduction is used in several ways. School Coordinators and Mentor Teachers will have the opportunity to read the email prior to the student teacher's arrival. It serves as a way for the Mentor Teacher to gain background knowledge about student teachers and their prior experiences. At the elementary level, students are often placed with a mentor teacher based on the interests and experiences indicated in the email. This will also serve as an introduction to your University Facilitator (AFX), and your Zone FEA (IFX). 

What format should I use?

Your email should be written in a friendly, yet professional letter format, containing a salutation (Dear Mentor Teacher:), a body of relevant information, and an appropriate closing (Sincerely,). This is a professional email that often becomes the first impression of you as a pre-service teacher. Your email should be between 300 - 500 words in length, and have someone proofread it! 

What information should I include?

Use this list as a guideline only:

  • Major(s) & minor(s)
    • Curriculum courses completed
      • What do you feel are your strengths as a Student Teacher?
      • What things have you learned about that you look forward to implementing in the classroom?
  • Subjects you enjoy, or would consider, teaching
    • In which areas do you feel you would like to have some mentorship?
  • Experiences with children or youth
    • What teaching/coaching/leadership/work experiences have you had?
    • What have you learned through these activities that will assist/enable you to help students?
    • What do you hope/expect to learn from being in a school setting?
    • What are your perceptions of the responsibilities you will have in a school setting?
  • Your emerging educational philosophy
  • Personal interests
    • What special skills do you have that will assist you in the classroom?

Who do I send the email to when I am done?

Elementary and Secondary Students

AFX: Please email your University Facilitator an introductory email. IFX: Please upload an introduction to eClass. An email should also be sent to the School Coordinator and/or your Mentor Teacher at your assigned school. Please use your ualberta.ca account to send this (AFX) or upload it to eclass (IFX), and add the subject title:

Subject heading: Student Teacher Introduction

When do I need to send it?

Both IFX and AFX students should send their email within a week of placement posting.

As this is your first introduction to the school in which you will be placed, it is essential that your email is well-written and carefully proofread.  Should you require editing/proofreading assistance, the Center for Writing located at Assiniboia Hall offers FREE writing workshops and tutorials.  Check out their website at www.c4w.arts.ualberta.ca/Workshops/Workshops.aspx.

 

Police Information Check (Including Vulnerable Sector Police Information Check)

All student teachers completing their Field Experience must be able to provide an original Police Record Check, and an Alberta Intervention Record Check to the school administration. Typically, these checks need to be available at the request of the School Coordinator on the first Observation Day (IFX) or first day of the Field Experience (AFX). The cost of the check varies and is tax deductible; as a student, the cost is your responsibility.

If you have any concern about your ability to clear the police records check, please contact Undergraduate Student Services as soon as possible after registering for your Field Experience.

Should the school board in which you are completing your Field Experience require the checks, you may be denied entrance to the school until it is provided. There is no expiry date on the record check; the acceptance of the date of the record check is up to individual school jurisdictions. We suggest completing the record check during the term in which you are completing your Field Experience.

  • Students with a current Edmonton address must complete a record check with Edmonton Police Service. For further information, see the Police Information Check Section on the EPS website.

 

Alberta Intervention Record Check

An Alberta Intervention Record Check is completed through Children’s Services. You may pick up a form in Undergraduate Student Services from Monday through Friday from 9 am to 3 pm. There is no fee for the Intervention Record Check.

When submitting the form, you must include two copies of government-issued identification, including one piece of photo ID. For any clarification, you will need to contact Children’s Services directly.  Students are reminded to complete the ENTIRE form and ensure signatures appear on BOTH signature lines, and to attach a photocopy of two appropriate pieces of identification.  Failure to submit a completed form and accompanying documentation may result in a delay of the processing the Alberta Intervention Record Check, with a potential impact on the student's ability to proceed in the placement.

Send completed forms to:

Intervention Record Check Office 
Edmonton and Area Child and Family Services Authority
9820 106 Street
Edmonton, Alberta T5K 2J6

The Faculty of Education supports the principle of accommodation and all reasonable efforts to meet the disability-related needs of our students. In collaboration with Specialized Support and Disability Services, the Faculty of Education endeavors to play a leadership role in instituting practices that maximize inclusion and participation of students with disabilities. Please see the attached Accommodation Policy document for details.

The duty to accommodate is ultimately a shared responsibility between the student seeking accommodation, the University, and the Faculty of Education. Should you have any questions or concerns, please contact Undergraduate Student Services at educ.info@ualberta.ca or 780-492-3659.

During my Introductory Field Experience (IFX)

The Introductory Field Experience (IFX) consists of:

  • an eight week on-campus seminar;
  • three guided observation days; and
  • a five week (25-day) field experience (please note, start or end dates may vary according to school district and/or school alternative calendars).

The field experience is designed to give you, the Pre-service Teacher, an opportunity to merge theory with practice in a school setting. With the support of your Mentor Teacher and Field Experience Associate, you will gain experience in:

  • planning instruction;
  • teaching lessons;
  • managing your classroom;
  • tailoring your instruction to meet the learning needs of all your students; and
  • assessing student progress.

The University of Alberta expects students in their IFX to:

  • adhere to the Professional Code of Conduct at all times;
  • provide a letter of introduction prior to the Field Experience;
  • attend all Observation Days;
  • be present on all schools days (IFX students are only allowed two days of unavoidable absence without jeopardizing their Field Experience);
  • prepare detailed plans for all lessons in a timely fashion;
  • engage in weekly professional reflections through eClass;
  • attend all meetings initiated by Mentor Teacher and/or Field Experience Associate;
  • contribute to an extra-curricular activity within the school community;
  • assume responsibility for 0.5 FTE (full-time equivalent) by the midpoint of the Field Experience; and
  • demonstrate competency in each of the categories identified in the Final Evaluation 

This seminar was developed to support pre-service teachers as they prepare to begin their Introductory Field Experience (IFX). The seminar is intended to provide students an opportunity to connect the content of their Education coursework with the expectations for the IFX, with an emphasis on managing the learning environment.

Students meet once a week with a Field Experience Associate (FEA), who is a seconded teacher or administrator, for a two-hour block in the eight weeks leading up to their five-week placement. Students are also expected to complete about an hour of on-line reading and viewing each week.

Prior to their Field Experience, IFX Student Teachers are required to attend a couple mandatory workshops, typically held on a Friday. A notification with details is sent to your ualberta email account. These sessions may be held on campus or another location; i.e., ATA Barnett House.  Please consult this year's schedule in the "Important Information" section of the EDFX homepage.

Observation Days are intended to assist student teachers to learn about and become comfortable with the context of their assigned school.  The three guided Observation Days are an opportunity for you to make connections between course content and your field experience. During your IFX seminar, you will review information regarding the Observation Days.
 
  • It is the University of Alberta’s expectation that Student Teachers become involved in the culture and community of their placement school, acknowledging that much of a teacher’s job occurs beyond the four walls of the classroom.  This extra-curricular involvement may occur in a number of different ways, depending on the established context of the school, and should not be considered an “additional” obligation.  It is another opportunity to understand, and to partake in, the myriad roles teachers play in schools.  School Coordinators will be able to assist Student teachers in establishing appropriate opportunities for involvement (assisting in organizing a school concert, supporting a Mentor Teacher sports coach, etc.). While IFX students may take a more participatory role, AFX students should take a stronger leadership role in the activity.
  • While extra-curricular involvement is an essential and integral part of the Student Teacher’s experience, it should not preclude the importance of his or her classroom teaching.
  • Supervision of students during non-instructional time is an important facet of a teacher's role.  Thus, it is important that you assume some responsibility for student supervision.  While you may be supervising independently, your Mentor Teacher should always be readily available for assistance should some difficulty arise.
  • Assist with individual or small groups of students.
  • Observe your Mentor Teacher teaching a variety of lessons.
  • Engage in professional reflection conversations with Mentor Teacher.
  • Complete and post weekly reflections in eClass. 
  • Continue to gather materials for teaching. (Programs of Studies, resources, information about students, and assessment strategies)
  • Begin to explore opportunities for extracurricular involvement.
  • With the support of your Mentor Teacher, begin to plan and deliver single lessons.
  • Assist your Mentor Teacher with supervision.
  • Increase teaching time to at least 0.25 FTE (Full-Time Equivalent). You are responsible for planning, preparing, and delivering lessons. Seek support from your Mentor Teacher as needed. .
  • Share your lesson plans with your Mentor Teacher at least 24 hours in advance or as requested by your Mentor Teacher. This allows your Mentor Teacher to give you feedback.
  • Work on your IFX Growth Plan. This document requires collaboration between you and your Mentor Teacher. It is expected to be submitted to eClass by the end of Day 10. 
  • If your schedule allows, begin participating in extracurricular school activities. 
  • Assume responsibility for planning, preparing, and developing 0.5 FTE of the teaching assignment.
  • You may seek out opportunities to observe in classrooms other than your assigned placement. 
  • Maintain responsibility for a minimum of 0.5 FTE.
  • Continue with the previous expectations.
  • Bring closure to extracurricular involvement.
  • Ensure student work is graded and returned. 
  • Return school materials and resources. 
  • Meet with your Mentor Teacher, on or before Day 23, to review your Growth Plan. 
  • Next, to complete the Final Evaluation, you will collaborate with your Mentor Teacher to write goals and strategies for your ongoing development. 

During My Advanced Field Experience (AFX)

The Advanced Field Experience (AFX) provides the opportunity to further develop teaching knowledge, skills, and attributes. With the support of your Mentor Teacher and University Facilitator, you will gain experience in:

  • planning and teaching lessons and units;
  • individualizing your teaching to meet the diverse learning needs of all your students;
  • managing your classroom;
  • assessing student progress; and
  • incorporate issues of management, planning, and assessing student learning.
Please note, start and end dates for the 9-week/45-day AFX placement may vary according to school district and/or school alternative calendars.
 
The University of Alberta expects students in their AFX to:
  • adhere to the Professional Code of Conduct at all times;
  • provide a letter of introduction prior to the Field Experience;
  • be present on all schools days (AFX students are only allowed three days of unavoidable absence without jeopardizing their Field Experience);
  • prepare detailed plans for all lessons in a timely fashion;
  • keep weekly written professional reflections using the template provided and submitted electronically as an MSWord document to the University Facilitator;
  • attend all meetings initiated by Mentor Teacher and/or University Facilitator;
  • assume significant responsibility for an extra-curricular activity within the school community;
  • assume responsibility for 0.8 FTE of the teacher’s (or teachers') assignment by the sixth week of the Field Experience;
  • plan, develop, and deliver a minimum of one complete unit of study (including the assessment of students); and
  • demonstrate competency in each of the categories identified in the Final Evaluation Form 
  • It is the University of Alberta’s expectation that Student Teachers become involved in the culture and community of their placement school, acknowledging that much of a teacher’s job occurs beyond the four walls of the classroom. This extra-curricular involvement may occur in a number of different ways, depending on the established context of the school, and should not be considered an “additional” obligation.  It is another opportunity to understand, and to partake in, the myriad roles teachers play in schools.  School Coordinators will be able to assist Student teachers in establishing appropriate opportunities for involvement (assisting in organizing a school concert, supporting a Mentor Teacher sports coach, etc.). While IFX students may take a more participatory role, AFX students should take a stronger leadership role in the activity.
  • While extra-curricular involvement is an essential and integral part of the Student Teacher’s experience, it should not preclude the importance of his or her classroom teaching.
  • Supervision of students during non-instructional time is an important facet of a teacher's role.  Thus, it is important that you assume some responsibility for student supervision.  While you may be supervising independently, your Mentor Teacher should always be readily available for assistance should some difficulty arise.
  • Become familiar with the school.
  • Observe in several classroom settings, and participate in learning activities whenever possible.
  • Assist with individual or small groups of students and classroom routines; discuss observations with Mentor Teacher.
  • Co-plan and/or team-teach lessons with the Mentor Teacher.
  • Plan and teach lessons to the entire class, as appropriate.
  • Begin to assume some of the Mentor Teacher's responsibilities, in and out of class, up to 0.5 FTE by Week 3.
  • Plan a process for reflections, based on the components of the Midpoint Self Evaluation Form. You should have daily conversations with Mentor Teacher, and review your written Professional Reflections with your Mentor Teacher and University Facilitator.
  • Discuss Field Experience expectations with Mentor Teacher and University Facilitator.
  • If you have not already done so, arrange to obtain Programs of Studies, resources required to teach lessons, and information about students that will affect planning; develop an understanding of these materials.
  • Structure and keep an organized Planbook. Share the format with your Mentor Teacher and University Facilitator.
  • Begin to explore opportunities to interact with students, in and outside of class. Determine possibilities for extracurricular involvement.
  • Assist your Mentor Teacher with supervision responsibilities throughout the Field Experience.
  • Assume some of the Mentor Teacher's responsibilities in and out of class, up to 0.5 FTE by Week 3.
  • Co-plan and team-teach with the Mentor Teacher.
  • Independently plan and teach lessons within ongoing units.
  • Begin unit planning.
  • Continue ongoing written Professional Reflections.
  • Establish your extracurricular involvement commitment, taking initiative wherever possible.
  • Focusing on the Knowledge, Skills, and Attributes required in the Field Experience, increase teaching to 0.5 FTE.
  • Take more responsibility for planning.
  • Continue ongoing written Professional Reflections.
  • Continue to observe and participate in learning activities in different settings.
  • Continue your extracurricular involvement, taking initiative wherever possible.
  • Focusing on the Knowledge, Skills, and Attributes required in the Field Experience, increase teaching to 0.8 FTE by Week 6.
  • Continue to observe and participate in learning activities in different settings.
  • Reflect on experiences to date and complete Midpoint Self Evaluation Form by end of Week 4 (to be complete early in Week 5).
  • Set goals for the remainder of the Field Experience.
  • Continue ongoing written Professional Reflections.
  • Continue your extracurricular involvement, taking initiative wherever possible.
  • Focusing on the Knowledge, Skills, and Attributes required in the Field Experience, increase teaching to 0.8 FTE by Week 6.
  • Continue to observe and participate in learning activities in different settings.
  • Complete Midpoint Self Evaluation Form by the beginning of Week 5.
  • Provide Mentor Teacher and University Facilitator with completed evaluation.
  • Continue ongoing written Professional Reflections.
  • Continue your extracurricular involvement, taking initiative wherever possible.
  • Focusing on the Knowledge, Skills, and Attributes required in the Field Experience, increase teaching to 0.8 FTE by Week 6.
  • Continue ongoing written Professional Reflections.
  • Continue your extracurricular involvement, taking initiative wherever possible
  • Continue to refine the Knowledge, Skills, and Attributes required in the Field Experience, while teaching 0.8 FTE of the Mentor Teacher’s assignment.
  • Continue ongoing written Professional Reflections.
  • Continue your extracurricular involvement, taking initiative wherever possible.
  • Continue to refine the Knowledge, Skills, and Attributes required in the Field Experience, while teaching 0.8 FTE of the Mentor Teacher’s assignment.
  • Begin to consider how you will conclude your extracurricular involvement.
  • Begin to return classes to the Mentor Teacher as units are completed.
  • Ensure all student work is assessed and returned in a timely fashion.
  • Review and discuss Final Evaluation Form with Mentor Teacher and University Facilitator.
  • Provide Student Teacher comments for the final evaluation document
  • Continue to refine the Knowledge, Skills, and Attributes required in the Field Experience.
  • As units are completed, begin to release responsibility for teaching back to the mentor teacher.
  • Ensure all student work is assessed and returned in a timely fashion.
  • Ensure you provide closure to your extracurricular commitments.
  • Finalize Final Evaluation Document

Dealing with Problems

Student Teachers should begin by discussing the problem with their Mentor Teacher. If it cannot be resolved at that level, they should make contact with their University Facilitator. If the problem is still not satisfactorily resolved, the Student Teacher should then contact their Field Experience Associate.

If the Student Teacher's concern is of a personal nature and they would prefer not to share with those directly related to the Field Experience, they should contact Undergraduate Student Services at 492-3659 and ask for the Director of Student Support.

While all of our student teachers are developing as professionals and can be expected to require regular support and feedback, occasionally student teachers do not progress as expected and may fail to address the weaknesses in their performance identified by their Mentor Teachers.

If you are at risk for not receiving credit for the course or for receiving a poor final evaluation, you will be issued a Notification of Concern (NOC). This document is a formal tool set up to ensure that students are aware of the areas requiring improvement and establishes a plan to deal with areas of significant weakness. Typically the NOC is administered in cases where persistent problems have not been addressed, despite sufficient feedback from the Mentor Teacher and University Facilitator.

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

  1. The specific areas of practice that need to be dealt with.
  2. A detailed plan for addressing the problem areas.
  3. A description of what will be considered an acceptable level of improvement.
  4. A target date for improvements (usually 3-5 days from issuance of NOC).

The Mentor Teacher usually initiates the NOC, with the support of the UF as required. The UF 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 NOC is stored in the student’s file at the University, but does not become part of their permanent record.

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

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

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

Advice on the preparation and submission of appeals is available from the Director of Support, Undergraduate Student Services, Faculty of Education and from Student OmbudService.  Please refer to the Academic Appeals Policy for further information:

Awards

Field of Study: Education

Value: $1,200.00

Number of prizes awarded: One (Note:  In the event there are two candidates of equal merit, the award may be divided.)

Description: The prize is to be awarded annually to a student who has completed his or her Introductory Field Experience in the Faculty of Education. Recipients will be selected on the basis of demonstrated excellence in their student teaching, an ongoing commitment to working with young people in either paid or volunteer positions (i.e. coaching, youth groups, tutoring, mentoring, etc.), and an academic standing of at least 3.0. The Faculty Awards Committee will make the selection.

Funded by: Endowed by the Alberta Retired Teachers’ Association

Deadline for Application: June 1

More information is contained in the application form.  The application is available in the EDFX Forms tab.

 

Field of Study: Education

Value: $1,300.00 each

Number of prizes awarded: Two

Description: The prize is to be awarded annually to the two students in the certifying year of the Faculty of Education who are judged to be the outstanding Student Teachers in the Advanced Field Experience and who possess an academic standing of at least 3.3. A Field Experiences Associate (FEA), or designate, will score applicants, and a selection will be made by the Faculty Awards Committee. This committee will consist of:

  • A representative from the department of Elementary Education
  • A representative from the department of Secondary Education
  • Two Field Experiences Associates 
  • The Assistant Dean of Field Experiences

Funded by: Endowed by the late George W. Lord

Time of Award: The prize is awarded in September to a student who has graduated from the Faculty of Education in the previous academic year (June or November convocation). The successful applicant will be notified through Student Financial Support.

Deadline for Application: June 1 of the year of application

More information is contained in the application form.  The application is available in the EDFX Forms tab.

 

FAQ

If you have a concern, please come to Undergraduate Student Services during Inquiry Days. Details will be emailed to you in advance.

Program match is the primary criterion for student teacher placement. Every effort is made to place Student Teachers within a reasonable traveling distance from their place of residence, however, based on available school sites this cannot be guaranteed. Paragraph (11) of 73.2.3 University Calendar: "Access to transportation is not considered in making placements in the Edmonton area. Placements can be made anywhere in the Greater Edmonton area including Devon, Fort Saskatchewan, Leduc, Morinville, St. Albert, Sherwood Park, Spruce Grove, and Stony Plain.”

We attempt to ensure the best possible practicum experience for our students by placing you only with Mentor Teachers recommended by their principal.  Due to the large volume of placements made each term, specific school or teacher requests cannot be honoured. Student Teachers MAY NOT recruit/select their own Mentor, nor may student teachers arrange their own Field Experience placement. The Undergraduate Student Services office has the authority and responsibility for arranging all Student Teaching placements.

The Online Registration is available in mid-April for the following Fall and Winter Terms. The deadline to complete this information is usually the first week of September for the Fall Term and the third week of November for the Winter Term.

No, we wait until the Online Registration closes before we start matching students to schools.

Fall Term placements are posted by the end of September. Winter Term placements are posted by the end of January.

At that time, students can access their placement information through the Online Registration.

  1. Student Teachers should begin by discussing the problem with their Mentor Teacher. If it cannot be resolved at that level, they should make contact with their University Facilitator. If the problem is still not satisfactorily resolved, the Student Teacher should then contact their Field Experience Associate.
  2. If the Student Teacher's concern is of a personal nature and they would prefer not to share with those directly related to the Field Experience, they should contact Undergraduate Student Services at 492-3659 and ask for the Director of Student Support.

If problems arise prior to or during the Field Experience that necessitate withdrawal from student teaching, please communicate this to your Mentor Teacher and University Facilitator. Students must then come into Undergraduate Students Services to complete a Withdrawal Form.

The first priority is program match. Elementary students will be placed in a K-6 setting. Secondary students will be placed in a 7-12 setting in their major, where possible. Elementary students are matched to schools who, in turn, match students with teachers depending on classroom needs. Next, we consider the student’s address in relation to available schools. Finally, we consider Public/ Catholic preference. Effort is also made to place student teachers in cohorts of at least two.

Students can be placed at a school in which they have volunteered. Students cannot be placed at school in which they have been employed.

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

Field Experiences will not be able to place a student in a school in which the student has immediate family members (spouse, parent, children, or siblings) employed or enrolled.

You cannot indicate any preferences for types of schools on the Online Registration, other than Public or Catholic. When schools are recruited to accept student teachers, they cannot be categorized further.

As long as you are registered in an EDFX course, we will attempt to arrange a placement for you, but you will not be able to indicate any preferences. Email a Placement Coordinator for further information.

Student teachers are placed with a great deal of effort according to established criteria. If you have a concern about where you have been placed, please come to Undergraduate Student Services during the scheduled Inquiry Days and speak to a Field Experience Associate.

Student teachers may indicate a preference for a Catholic or Public placement when completing the Online Registration. Based on this information, the best possible match is made although not all requests may be accommodated. If you have a concern about where you have been placed, please come to Undergraduate Student Services during the scheduled Inquiry Days and speak to a Field Experience Associate.

Field Experiences Associates are University personnel (seconded teachers) who provide leadership and assist with coordinating Field Experiences.

Refer to the Letter of Introduction page under the Student Teacher tab on this website.

These courses are a prerequisite for Field Experiences. If a student is unsuccessful in any of these classes, it will be addressed with the student on an individual basis.

You will either receive credit (a CR notation) or will not receive credit (NC) on your transcript. There is no number or letter grade. You will also receive a written Final Evaluation that contains a description and evaluation of your student teaching experience.

Please review the Field Experience: Dates document on the home page. During your Field Experience, you will follow the school’s calendar. When you are attending classes on campus, you will follow the U of A calendar.

Personal written reflections demonstrate your growth as a teacher and are to be reviewed by your Mentor Teacher and University Facilitator. They are also a useful tool in completing your Mid-point Self Evaluation. While the format of these reflections is determined in consultation with the Mentor Teacher and University Facilitator, they are a required component of the program.

Students are expected to assume responsibility for 0.8 FTE of the teacher’s assignment by the sixth week of the Field Experience. During Week 9, the teaching responsibilities will be reduced to allow for marking and observation.

Where the absence of the Mentor Teacher is likely to be of short duration, a substitute may fulfill the role of Mentor Teacher. If the absence is of a longer duration, the School Coordinator and University Facilitator should be involved in determining a course of action.

40 kilometers from Edmonton city centre is considered a Local (Edmonton Area) Placement. This includes Ardrossan, Beaumont, Devon, Fort Saskatchewan, Leduc, Morinville, St. Albert, Sherwood Park, Spruce Grove, and Stony Plain.

Students are encouraged to apply for a Regional Placement. Generally, we can place students from Red Deer and north, provided the school teaches Alberta curricula. For placements outside of this area, including Calgary, contact the Assistant Dean, Field Experiences through Undergraduate Student Services.

If it is not possible to place you in the Regional town or city that you requested, the Regional Placement Coordinator will contact you to discuss further options. If a suitable Regional placement is not possible, you will be placed in the Local Edmonton Area.