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 University of Alberta 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 of any conflicts where they:
    • have attended as a student within the last 5 years,
    • have family members 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 Introductory Email?

The Introductory Email is used in several ways. School Coordinators and Mentor Teachers (Secondary) / School Coordinators (Elementary) 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.

What format should I use?

Your email should be written in a friendly, yet professional format.  Typically, your introduction will contain a salutation; i.e., Dear School Coordinator or Dear Mentor Teacher;  a body of relevant information, and an appropriate closing (Sincerely,). This is a professional  email that forms the first impression of you as a pre-service teacher.  You do not get a second opportunity to make a first impression. Your email should be between 300 - 500 words in length.  Ensure you have someone proofread it!

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:  http://c4w.ualberta.ca/en/Workshops.aspx

What information should I include?

Use this list as a guideline only:

  • Major(s) & minor(s)
    • strengths as a Student Teacher
    • ideas you want to discuss and perhaps implement during your practicum
  • Subjects you enjoy or in which you have training or experience
    • areas in which you are looking for mentorship
  • Experiences with children or youth
    • teaching/tutoring/coaching/leadership/work experiences
    • specialized training
  • Your emerging educational philosophy and developing classroom management philosophy and plan
    • perceptions of the responsibilities you will have in a school setting
  • Personal interests
    • special skills that will be of value in the classroom or school community
Please include Emergency Contact Information at the end of your Introductory Email for sharing with your Mentor Teacher, School Coordinator and school Administrative Assistant:
  • Name of Emergency Contact #1:
    • Relationship:
    • Phone:
  • Name of Emergency Contact #2:
    • Relationship:
    • Phone:
  • Medical Alerts or Conditions (if any)

 

To whom do I send the email when I am done?

ALL IFX and AFX Student Teachers must:

  • Use an Introductory Email subject heading: Student Teacher Introduction
  • Use their UAlberta e-mail account for communication to Mentor Teachers, School Coordinators or other school personnel; as well as, when communicating with the University of Alberta about their practicum

Introductory Emails are sent to:

  • AFX (Secondary): School Coordinator, Mentor Teacher, and University Facilitator
  • AFX (Elementary):  School Coordinator and University Facilitator
  • IFX (Secondary):  School Coordinator and Mentor Teacher
  • IFX (Elementary):  School Coordinator (most schools will match Mentor Teachers with Student Teachers by the 3rd Observation Day, so your Mentor Teacher may not appear on your initial placement information)

When do I need to send it?

Both IFX and AFX students should refer to the Important Dates document on the EDFX homepage.

 

Police Information Check (Including Vulnerable Sector Police Information Check)

All Student Teachers completing their Field Experience must be able to provide an original Police Information 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 Information 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.
  • Those residing outside of Edmonton must follow the directions on the RCMP website and follow-up with the local RCMP detachment (required for the Vulnerable Sector Check). For further information, see the Criminal Record including Vulnerable Sector Check Section on the RCMP website

 

Alberta Intervention Record Check

An Alberta Intervention Record Check is completed through the Alberta Human Services Ministry, under the authority of the Child, Youth and Family Enhancement Act. 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;
  • two Friday sessions;
  • three full observation days; and
  • a 25-day (5-week) 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;
  • send an Introductory Email 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 professional, reflective conversations and meetings with the Mentor Teacher;
  • 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 Student 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 expected to demonstrate punctuality, participation and attend every class.  Additional expectations may include about an hour of on-line reading and viewing each week along with related assignments.

Prior to their Field Experience, IFX Student Teachers are required to attend two mandatory workshops:  ATA Classroom Management and Technologies in Education (Techined) training.

The ATA sessions devoted to "classroom management" may be held on campus or another location; i.e., ATA Barnett House.  Your seminar instructor will provide you details about specific days and times.  Until you confirm with him/her the exact Fridays and times, please make yourself available from 8:45 till 3:30 on Fridays before you do your Friday practicum placements.

A second expectation is for you to attend a Techined training session.  Your seminar may be assigned a Friday session OR your seminar is assigned to afternoon sessions.  Afternoon sessions are open for you to choose the one that best suits you.  Students MUST register in advance on the Techined website.  Your seminar instructor will advise you in your first class.

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.  You are to attend an Observation Day which falls on a school PD day after consultation with the School Coordinator, otherwise an alternative date and time must be agreed upon.
 
  • 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, reflective conversations and meetings with the Mentor Teacher.
  • Gather materials for teaching; i.e., Programs of Studies, resources, information about students, and assessment strategies.
  • Begin to explore opportunities for extracurricular involvement.
  • Discuss and agree upon lesson plan format and expectations.
  • Discuss your planning and teaching with your Mentor Teacher. 
  • With the support of your Mentor Teacher, begin to plan and deliver single lessons.
  • Assist your Mentor Teacher with supervision.
  • Discuss with the School Coordinator and/or Mentor Teacher regarding the possibility of observing in other classrooms. 
  • 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 Professional Growth Plan. This document requires collaboration between you and your Mentor Teacher. Your Professional Growth Plan is expected to be submitted to your Mentor Teacher by the end of Day 10. 
  • Begin participating in extracurricular school activities.
  • Continue with existing guidelines/expectations.
  • Assume responsibility for planning, preparing, and developing 0.5 FTE of the teaching assignment by the end of day 15.
  • Continue with existing guidelines/expectations.
  • Maintain responsibility for a minimum of 0.5 FTE.
  • Continue with existing guidelines/expectations.
  • Continue with existing guidelines/expectations.
  • Gradually, return the class to the control of the Mentor Teacher.
  • Ensure student work is graded and returned. 
  • Return school materials and resources. 
  • Bring closure to extracurricular involvement.
  • Meet with your Mentor Teacher, on or before Day 23, to review your Professional Growth Plan.
  • Mentor Teacher will identify the Student Teacher’s areas of strength and areas for growth at the end of the Introductory Field Experience and complete the required sections.
  • Student and Mentor Teacher will collaboratively write goals and strategies for ongoing development.

  • Your Mentor Teacher will email the unofficial document to the Zone Field Experience Associate (FEA).
  • Your Zone FEA will process the document and upload to eClass for student access.
  • Students are responsible for downloading their finalized document from eClass by the end of the term in which they complete the practicum.

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 an Introductory Email 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.
  • engage in professional, reflective conversations and meetings with the Mentor Teacher and 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).
  • 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 including:  attendance; classroom and school routines, expectations, areas of the school; emergency procedures; etc.
  • Discuss and agree upon lesson and unit plan formats and expectations, including Planbook.  Share the format with your Mentor Teacher and University Facilitator.
  • Discuss Field Experience expectations with Mentor Teacher and University Facilitator.
  • Assist with individual or small groups of students and classroom routines; discuss observations with Mentor Teacher.
  • Identify with your Mentor Teacher for which lessons/units/subjects you will be responsible.  Plan lessons and prepare for unit plan(s) using the Programs of Studies, obtain resources required to teach lessons, and gather information about students that will affect planning.
  • Co-plan and/or team-teach lessons with the Mentor Teacher.
  • Engage in professional, reflective conversations and meetings with the Mentor Teacher.
  • Begin to assume some of the Mentor Teacher's responsibilities, in and out of class, up to 0.5 FTE by Day 11.
  • Assist your Mentor Teacher with supervision responsibilities throughout the Field Experience.
  • Discuss with your Mentor Teacher and/or School Coordinator how you might visit other classrooms.
  • Meet with your University Facilitator
  • Assume some of the Mentor Teacher's responsibilities in and out of class, up to 0.5 FTE by day 11.
  • Co-plan and team-teach with the Mentor Teacher.
  • Independently plan and teach lessons within ongoing units.
  • Begin unit planning.
  • Continue ongoing professional conversations and reflections with your Mentor Teacher.
  • Establish your extracurricular involvement commitment, taking initiative wherever possible.
  • Discuss with the Mentor Teacher the support provided through the ongoing professional conversations; i.e., frequency; type of feedback; etc.
  • Share your Growth Plan with your Mentor Teacher day 10.
  • Continue with existing guidelines/expectations.
  • Focus on the Knowledge, Skills, and Attributes required in the Field Experience and teach up to 0.5 FTE.
  • Take more responsibility for planning.
  • Continue with existing guidelines/expectations.
  • Familiarize yourself with the Knowledge, Skills, and Attributes required when you teach up to 0.8 FTE by Day 25.
  • Continue with existing guidelines/expectations.
  • Focus on the Knowledge, Skills, and Attributes required in the Field Experience, increase teaching to 0.8 FTE by Day 25.
  • Complete your revised Growth Plan and share with your Mentor Teacher by day 25.
  • Continue with existing guidelines/expectations.
  • Focus on the Knowledge, Skills, and Attributes required in the Field Experience, teach 0.8 FTE.
  • Continue with existing guidelines/expectations.
  • 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 with existing guidelines/expectations.
  • Begin to consider how you will conclude your extracurricular involvement.
  • Begin to return classes to the Mentor Teacher as units are completed.  Follow school protocol for reporting student progress to include Student Teacher generated assessment data collected as part of your teaching.
  • Review and discuss Final Evaluation Form with Mentor Teacher and University Facilitator.
  • Provide Student Teacher comments for the final evaluation document.
  • Continue with existing guidelines/expectations.
  • 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, AFX students should make contact with their University Facilitator. If the problem is still not satisfactorily resolved (AFX), the Student Teacher should then contact their Field Experience Associate.  For ALL IFX students, your FEA is the primary contact.

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.

Student Teachers are developing as professionals.  As such, individuals may require varying degrees and types of support to be successful in their practicum.  However, it is expected that Student Teachers and Mentor Teachers discuss and analyze plans, lessons taught, teaching strategies, classroom management, etc. on a regular basis.  Occasionally, a Student Teacher may not progress as expected and may fail to address the weaknesses in their performance as identified by their Mentor Teacher.  To clearly identify these concerns, a Notification of Concern should be issued.

A Notification of Concern is a formal tool used to identify and emphasize 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.

Students initiate the application after consulting with their Zone Field Experience Associate PRIOR to the end of the IFX, and with their immediate supervisor of their work with young people.

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 (typically the Monday and Tuesday following the release of placement information to students). Details about Inquiry Days 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 a placement for the best possible practicum experience for our students by placing you only with Mentor Teachers recommended by their principal.  Schools may make a formal request for a particular individual Student Teacher using the Principal Request form (deadlines apply).  Student Teachers MAY NOT and MUST NOT recruit/select their own school or Mentor Teacher. 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  (deadlines apply).

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.

No.  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.

Several schools in the Edmonton area operate on an alternative calendar.  Placements for Student Teachers assigned to one of these schools will be extended as required.

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.

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.