School Associates

Placements and Practicums

A student teacher's placement and practicum schedule will depend on which teacher education program they are completing. You will find more information about each program's schedule below. 

2020/21 UPDATE

We are here to support you while you mentor your student teacher, especially during this unusual year. We can be as flexible and adaptable as needed - whether you are teaching students face-to-face, online, hybrid, in the quarter system or on a linear timeline. Please reach out if you have any questions about your unique situation.

Professional Development Program (PDP)

By far our largest teacher education program, the PDP is for aspiring elementary and secondary school teachers. 

Semester 2: EDUC 401/402 (5 weeks)

  • DATES: January 27–31, 2020 (school observation), February 24–April 3, 2020 (classroom experience, ex.spring break)

EDUC 401/402 provides student teachers with a multitude of learning experiences: on-campus, in classrooms, and school and community environments. These experiences are connected to educational theories and the investigation of best practices. 

The five-week introductory in-school experience starts with student teachers observing the school community under the direction of a school associate. This is followed by a more intensive four-week classroom experience. As their skills develop, the student teacher will teach a mini-unit consisting of three-to-five sequential lessons. 

School associates are asked to engage in daily dialogue with their student teacher and provide on-going feedback. You'll also conduct formal observations whenever the student teacher engages in classroom instruction.

Semester 4: EDUC 405 (10 weeks)

  • DATES: September - December 2020

In the PDP's fourth and final semester, student teachers are placed with a school associate for a ten-week practicum. School associates and faculty associates work together to guide and assess the student teacher's growth and achievement of professional competence.

Example:

  • Unit planning: Student teachers develop unit and lesson plans prior to the start of their practicum.
  • Phase-in (2 weeks): Student teachers use this time to connect with students, staff and school administration. As they become more familiar with the school they may begin co-teaching with their school associate(s) to prepare for the full-immersion phase.
  • Full-immersion (7-8 weeks): Student teachers teaching at the elementary level assume 80% of instructional time during this phase. Student teachers teaching at the secondary level assume 75% of instructional time during this phase.
  • Phase-out (1 week): Student teachers gradually pass teaching responsibilities back to the school associate(s) as units of study are completed. Phase-out can also provide time for students to observe other classes and/or have alternate experiences within the school.

Please note: Timing for each 405 practicum phase is approximate to provide flexibility for the needs of the student teacher. Any changes in timing during the 405 practicum should be discussed in consultation with the supervising faculty associate.

Professional Linking Program (PLP)

The PLP is a teacher education progam specifically designed for education paraprofessionals, inclduing  student support workers, special education assistants, social workers, child and youth care workers, adult educators, etc. 

Semester 3: EDUC 403 (3 weeks)

  • DATES: Group A: Oct 5 - 23, 2020 and Group B: Oct 26 - Nov 13, 2020

While PLP students have considerable experience, often in the K-12 educational system, EDUC 403 is their first formal school-based experience and is intended to prepare them for EDUC 405. 

The three-week in-school experience starts with student teachers observing classrooms under the direction of a school associate. When appropriate, the student teacher will start their teaching practice working with a small group before moving on to teach specific lessons to larger groups. As their skills develop, the student teacher will teach a mini-unit consisting of three-to-five sequential lessons. 

School associates are asked to engage in daily dialogue with the student teacher and provide on-going feedback. You'll also conduct formal observations whenever the student teacher engages in classroom instruction.

Semester 4: EDUC 405 (10 weeks)

  • DATES: January 18 - April 9, 2021

In the PLP's fourth and final semester, student teachers are placed with a school associate for a ten-week practicum. School associates and faculty associates work together to guide and assess the student teacher's growth and achievement in professional competence.

Example: 

  • Unit Planning: Student teachers develop unit and lesson plans prior to the start of their practicum.
  • Phase-in (2 weeks): Student teachers use this time to connect with students, staff and school administration. As they become more familiar with the school they may begin co-teaching with their school associate(s) to prepare for the full-immersion phase.
  • Full-immersion (7-8 weeks): Student teachers teaching at the elementary level assume 80% of instructional time during this phase. Student teachers teaching at the secondary level assume 75% of instructional time during this phase.
  • Phase-out (1 week): Student teachers gradually pass teaching responsibilities back to the school associate(s) as units of study are completed. Phase-out can also provide time for students to observe other classes and/or have alternate experiences within the school.

Please note: Timing for each 405 practicum phase is approximate to provide flexibility for the needs of the student teacher. Any changes in timing during the 405 practicum should be discussed in consultation with the supervising faculty associate.

Professional Qualification Program (PQP)

The PQP is a teacher education progam designed to orient internationally-trained teachers to the cultural, social, and political contexts of BC schools through a combination of seminar and in-school experiences.

Semester 1: EDUC 352/483 (half-term)

The first semester of PQP is comprised of on-campus module time, as well as a four-week school experience. With support from a faculty associate (FA), PQP recertifying teachers (RTs) develop an understanding of the Canadian classroom context, the BC curriculum, as well as lesson and unit planning. Developing reflective writing capacities is also an integral component of this semester.

Semester 2: EDUC 401/404 (half-term)

In the PQP's second semester, RTs complete a total of four weeks in a BC school. Working under the direction of a school associate (SA) and with the continued support of the faculty associate (FA), RTs observe, teach and participate in school routines and programs. During the latter part of this semester, they will take a minimum of one methodology course related to their grade/subject area (EDUC 404). Additional courses prescribed by the Teacher Certification Branch (TCB) may also be required.

Semester 3: EDUC 406 (10 weeks)

In the program's third and final semester, RTs are placed with a school associate (SA) for a ten-week practicum. With on-going support from the SA and faculty associate (FA), RTs are able to update and apply their skills in a BC classroom context.

MODIFIED CLASSROOM EXPERIENCE - FALL 2020

As our re-certifying teachers (RTs) were unable to complete their classroom experiences this spring (EDUC 401), we have tentatively modified the PQP's fall 2020 semester (EDUC 406). For more information about the modified semester and placement schedule, please refer to the document below:

* PQP Placements Fall 2020.pdf
PQP Fall 2020 Modified Classroom Experience