School Coordinator

School Coordinators (SC) are teachers or administrators who play a key leadership role in welcoming and supporting Student Teachers and coordinating the efforts of Student Teachers, Mentor Teachers and University Facilitators.

Dao Haddad | School Coordinator | Delton School

 

In my role as a School Coordinator I have the privilege of advocating for one of the most honourable and respected professions in the world. Michael Fullan points out that "passion without skill is dangerous." I know that when teachers complete their placement at our school they leave with a wealth of skill gained through diverse experiences lead by the best teachers in the district. Their desire of becoming a teacher is solidified by their inevitable connection to students and the great impact they made in students' lives for years to come.

-Dao Haddad
Delton school

Roles and Responsibilities

The School Coordinator will:

  • update and maintain the school information on the Field Experiences Online Registration System:
    • school contact information; i.e., Principal; School Coordinator; Alternative School Coordinator
    • phone numbers with extensions
    • email addresses
    • registration of Mentor Teachers and honorarium information
    • other updates as required
  • identify and recruit potential Mentor Teachers;
  • coordinate in-school placement arrangements;
  • organize and coordinate the IFX Observation Days;
  • coordinate the arrival of Student Teachers and introduce them to the school environment, staff, and students;
  • provide a school orientation for University Facilitators new to the school;
  • communicate, on a weekly basis, with the University Facilitator (AFX) and/or Field Experience Associate (IFX);
  • provide an orientation to school routines; i.e., attendance; emergency plans; etc.;
  • facilitate inter-classroom observations;
  • facilitate and monitor Student Teachers’ extracurricular involvement;
  • provide space for the Student Teacher/University Facilitator/Field Experience Associate meetings, as requested;
  • support Mentor Teachers in their supervision of Student Teachers as required;
  • confirm that the Mentor Teacher and Student Teacher engage in regular reflective conversations;
  • determine, with Mentor Teachers, how student teachers will contribute to and/or submit student grades and feedback;
  • confirm Student Teachers and University Facilitators have school network/Wi-Fi access; and
  • coordinate the involvement of Student Teachers in school supervision requirements.

Using the Online Registration System

Registering Mentor Teachers (local placements only)

You are able to register your Mentor Teachers through the Online Registration link on our Field Experiences website. Login information and a password should have been sent to you electronically in June; if you have not received this, or if you experience any difficulty logging on, please contact our office.

Deadlines for signing up for Student Teachers are typically the first week in September for the Fall Term, and the first week in December for the Winter Term, after which the Online Registration is closed. The Recruitment Forms for both elementary and secondary Mentor Teachers are available on our website.

Registration is a three-step process:

  1. Distribute Recruitment Forms to teaching staff;
  2. Have potential Mentor Teachers complete forms and return them to you; and
  3. Access the School Online Registration and enter the information for your teachers and school.

A few things to consider when registering:

  • We prefer placing at least two Student Teachers at a school;
  • Please encourage teachers requesting a 25-day/5-week IFX student to consider taking two Student Teachers, and ensure this is indicated as an option on the Mentor Teacher Recruitment form;
  • At times there are changes to your school staff prior to the Field Experiences actually beginning. Such changes may not be reflected in the database, so please check and update the school and Mentor Teacher information;
  • If your school wishes to request a specific Student Teacher, this may be done through the "Principal Request form" (available on the EDFX website under FORMS). This should be done by the deadline for the applicable term;
  • We typically post the names of Student Teachers assigned to your school two weeks after registration closes. 
  • Mentor Teachers must indicate their honorarium payment preferences at the time of registration.

Using the Online Honorarium Confirmation Page

School Coordinators will confirm the honorarium for each Mentor Teacher using the Online Database.  This allows the School Coordinator to see all of the placements on one screen. By confirming that all of the information is correct, payment for Mentor Teachers can be processed more efficiently and accurately.

School Coordinators will receive an email indicating that the payment confirmation page is active.  Using the school’s University of Alberta login and password, School Coordinators will sign in to view their schools’ pages.  Once signed in, there will be a prompt asking the School Coordinator to confirm that the information on the page is correct.  If there are items requiring attention, those will be listed at the top of the page.

If all of the information is correct, or once corrections have been made, School Coordinators will click the “Save/Confirm Payments” button at the bottom of the page.

Should School Coordinators need assistance with this step, a screen-cast demonstrating the confirmation process can be found here: http://www.youtube.com/watch?v=CL0ZMMeliNo.

Co-Curricular/Extra-Curricular Involvement and Supervision

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, assistant 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 a Student Teacher assume some responsibility for student supervision.

Just as classroom teaching requires a particular skill set, so does effective student supervision.  At the beginning of the Field Experience, supervision should be a shared responsibility between the Mentor Teacher and the Student Teacher.  Mentor Teachers should model appropriate management strategies for the supervision context.

Over the course of the practicum, more responsibility may be given to the Student Teacher, gradually releasing that responsibility to the point that Student Teachers may supervise independently.  While the Student Teacher may be supervising independently, the Mentor Teacher should always be readily available for assistance should some difficulty arise.

Mentor Teachers, School Coordinators, and Administrators should use professional judgement when releasing supervision responsibilities to Student Teachers.  There may be higher risk activities (field trips, CTS components, physical education activities) during which it is advisable that the Mentor Teacher be present.

It is important to remember that Student Teachers should not assume more supervision time than what is regularly expected of a Mentor Teacher.

 

 

 

Observation Days

We realize how busy you are and offer a few suggestions to ease the impact of organizing the guided observation days on your work schedule. For example, you might want to:

  • Put 2-3 students together for each observation activity;
  • Share the organization of activities with other staff members;
  • Use a daily planner to chart activities for the Student Teachers to manage their own activities during the day. This will be particularly appropriate during Weeks 2-3 when the Student Teachers are more familiar with the school. The schedule could be handed out to Student Teachers during a meeting with them at the beginning of the day so that they can self-direct their activities throughout the day.

IFX Timeline

  • For elementary IFX placements:  Receive Introductory Emails from Student Teachers and forward to Mentor Teachers.
  • For secondary IFX placements:  Receive Introductory Emails from Student Teachers and ensure the assigned Mentor Teachers have received the message as well.
  • Ensure Student Teachers' emergency contact information from the Introductory Email is accessible by the appropriate school staff members.
  • Discuss school specific professional expectations including those related to dress code, speech, developing appropriate relationships with students, staff, and parents, student conduct and time commitment.
  • Inform Student Teachers of school procedures for emergencies or critical incidents including fire alarm, lock down, and medical emergencies.
  • Share information with the Student Teachers about the context of your school community.
  • Conduct a tour of the school.
  • Introduce Student Teachers to school community.
  • Review the information on the Field Experiences website, describing the roles and responsibilities of those involved.
  • For elementary placements, facilitate matches between Mentor Teachers and Student Teachers and submit to Field Experiences Associates (FEAs) by the third Observation Day.
  • Assist Student Teachers in identifying possible extracurricular activities in which to get involved.
  • In coordination with the Mentor Teachers and other staff members, identify classrooms in which Student Teachers can observe other teachers.
  • Continue to work with Mentor Teachers to identify classrooms in which Student Teachers can observe other teachers.
  • Ensure all Student Teachers are involved in supporting an extracurricular activity (limited involvement).
  • Check with the Mentor Teacher and Student Teacher regarding the completion and submission of the Growth Plan by Day 10 (or earlier).
  • Alert the Field Experience Associate of any issues or concerns regarding Student Teachers, especially in the case of a Notification of Concern.
  • Meet with Mentor Teachers informally to discuss coaching techniques and to provide a teacher support system.
  • Provide ongoing support to Student Teachers and Mentor Teachers.
  • Alert the Field Experience Associate of any issues or concerns regarding Student Teachers, especially in the case of a Notification of Concern.
  • Assist in the wording of assessments if called upon for advice.
  • Provide ongoing support to Student Teachers and Mentor Teachers.
  • Contact the Field Experience Associate if the Mentor Teacher supports a Student Teacher who expresses the intent to apply for the Alberta Retired Teachers' Award.
  • Alert Field Experience Associate to any issues or concerns regarding Student Teachers, especially in the case of a Notification of Concern.
  • Ensure the Final Assessment has been created by the Mentor Teacher, in consultation with the Student Teacher, and submitted to the Field Experience Associate using their district email.
  • Field Experience Associates will process the IFX Final Assessment provided by the Mentor Teacher and post it to the zone eClass.

AFX Timeline

  • Review and become familiar with the information on the Field Experiences website describing the roles and responsibilities of the Student Teacher, Mentor Teacher, School Coordinator, and University Facilitator.
  • For elementary AFX placements:  Receive Introductory Emails from Student Teachers and forward to Mentor Teachers.
  • For secondary AFX placements:  Receive Introductory Emails from Student Teachers and ensure the assigned Mentor Teacher have received the message as well.
  • For elementary placements, facilitate matches between Mentor Teachers and Student Teachers and submit to University Facilitators.
  • Ensure Student Teachers emergency contact information from the Introductory Email is accessible by the appropriate school staff members.
  • Discuss school specific professional expectations including those related to dress code, speech, developing appropriate relationships with students, staff, and parents, student conduct and time commitment.
  • Inform Student Teachers of school procedures for emergencies or critical incidents including fire alarm, lock down, and medical emergencies.
  • Share information with the Student Teachers about the context of your school community.
  • Introduce Student Teachers to school community.
  • Conduct a tour of the school.
  • If requested, arrange a space for University Facilitator to meet with Student Teachers and Mentor Teachers.
  • In coordination with the Mentor Teachers and other staff members, identify classrooms in which Student Teachers can observe other teachers.
  • Assist Student Teachers in identifying possible extracurricular activities in which to get involved.
  • Continue to work with Mentor Teachers to identify classrooms in which Student Teachers can observe other teachers.
  • Ensure all Student Teachers are involved in an extracurricular activity.
  • Check with the Mentor Teachers and Student Teachers regarding the completion and submission of the Growth Plan by Day 10 (or earlier).
  • Alert the Field Experience Associate of any issues or concerns regarding Student Teachers, especially in the case of a Notification of Concern.
  • Meet with Mentor Teachers informally to discuss coaching techniques and to provide a teacher support system.
  • Provide ongoing support to Student Teachers, Mentor Teachers, and the University Facilitator.
  • Continue to provide, in consultation with the Mentor Teachers, opportunities for observations in other classrooms or ways in which Student Teachers can be involved in another classroom.
  • Contact the Field Experience Associate if the Mentor Teacher and University Facilitator support a Student Teacher who expresses the intent to apply for the AFX Award.  Requests for Field Experience Associate observation of a Student Teacher should be submitted by day 30.
  • Alert the University Facilitator of any issues or concerns regarding Student Teachers, especially in the case of a Notification of Concern.
  • Provide ongoing support to Student Teachers, Mentor Teachers, and the University Facilitator.
  • Provide ongoing support to Student Teachers, Mentor Teachers, and the University Facilitator.
  • By Day 25, check with the Mentor Teachers and Student Teachers regarding the review of the Growth Plan.
  • Alert Field Experience Associate to any issues or concerns regarding Student Teachers, especially in the case of a Notification of Concern.
  • Assist in determining levels of competency or wording of evaluations if called upon for advice. 

FAQ

Please call your Field Experience Associate at 780-492-7532. He or she will provide you with your login and password.

We do everything we can to facilitate placements for Mentor Teachers who request a Student Teacher. The first priority, however, is program match. Next, we look at distance from the Student Teacher’s residence and their preference (Public/Catholic). If a Student Teacher in your area does not meet those criteria, it is possible a match cannot be made.

Mentor Teachers who do not want to provide a SIN must choose “Pay to School” instead of “Pay to Self.” For tax purposes, if a Mentor Teacher wishes to have the honorarium paid to them directly, they must provide a SIN.

Observation Days are intended to help Student Teachers become comfortable with the school environment, routines, and expectations. Giving Student Teachers a tour of the school, providing them with a school handbook, and arranging for them to observe a variety of classrooms will be valuable.

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 and provides an opportunity to strengthen relationships with students and colleagues.  This extra-curricular involvement may occur in a number of different ways, depending on the established context of the school. It is another opportunity to understand, and to partake in, the myriad roles teachers play in schools. School Coordinators should assist Student Teachers in establishing appropriate opportunities for involvement (assisting in organizing a school concert, intramurals or sports coach, etc.). While IFX students may take a more participatory role, AFX students should take a stronger leadership role in the activity.

Contact your University Facilitator and/or your Field Experience Associate.

If necessary, a Notification of Concern should be put into place.

Attendance and punctuality are fundamental expectations of the IFX/AFX practicum.  If students are late on a regular basis, this could jeopardize their Field Experience.

IFX students are only permitted two unavoidable absences; AFX students are only permitted three.  

When Student Teachers are absent, they are expected to contact their Mentor Teacher/School Coordinator/Administrative Assistant as soon as possible.  AFX Student Teachers will also need to inform their University Facilitator. Student Teachers are responsible to provide detailed lesson plans if their absence falls during their assigned teaching time.

If Student Teachers are absent beyond the prescribed limits, they should discuss their absences with their Mentor Teacher, University Facilitator (AFX) or Field Experience Associate (IFX).