SlideShare a Scribd company logo
SPRING, 2003: EDUCATION PROGRAM CHANGES
Government/Program Cutbacks at Red Deer College, and program changes at the University of
Alberta lead to the cancellation of the popular EDFX 203: Orientation to Teaching course with a
mandatory 60 hours of field experience observation.
The University of Alberta adds an additional “one week” observation to the third year practicum
(EDFX 325) to compensate for this change.
Several “colleges” continue to offer EDFX 203 as it is equivalent to the new EDUC 250 course
that has replaced it; Red Deer College continues to offer one section for University of Lethbridge
bound students.
RDC Education promotes volunteerism in Years 1 and 2 (Volunteer Record Form), and Service
Learning in Year 3.
SPRING, 2012: EDUCATION PROGRAM REVIEW
DECEMBER, 2013: OPERATIONAL PLAN – A LEARNER-CENTERED FUTURE
MARCH, 2014: STUDENT SPEAK OUT
Themes: Curriculum that is“real-life”, ”More practicum – Less classes”, “More practice and experimental learning”,
“Apply knowledge in a working way” and “More student directed classes”.
SPRING, 2014: COMMUNITY COLLABORATION
• Meetings with Central Office personnel in Red Deer Public School District
and Red Deer Catholic School Division
• Discussion/Creation of “Field Experience Pilot Project”
• Application for Workforce Planning Grant in partnership with CARC to
provide “instructional coaching” to mentor teachers
• Selection/Contact with principals at six pilot project schools: Westpark
Elementary, Westpark Middle School, St. Martin de Porres Elementary
School, Lindsey Thurber High School, Alternative School Center, Red Deer
College Child Care Center/Kindergarten
FALL, 2014: PROJECT LAUNCH
• EDUC 250 course redesigned to give students the option to complete a Final Exam or
Culminating Project for final assessment
• Culminating Project includes 8 to 10 hours of observation time in four different school settings,
completion of observation reflections (blog), and an exit interview. This is in addition to the
required course elements of a professional growth plan, a professional portfolio, and a synthesis
paper reflecting on what they have learned about themselves in relation to the teaching
profession.
• EDUC 250 course redesigned to include four observation visits during class time (8:30 to 10:00
a.m.)
• Students sign up through Google
• Follow-up discussions in class supports the idea of learning through Praxis – theory and
practice (Freire)
JANUARY, 2015: PILOT PROJECT EVALUATION
• 54/58 choose to participate in “field experience pilot project”
• Survey Monkey used to collect anonymous data from students, mentor teachers, and principals involved in
project based on 3 questions:
• What did you like most about the project?
• What changes, suggestions or recommendations would you provide to improve this project?
• Indicate your recommendation for the future of this project
• The results were centered on the following themes:
• Real world experience in the first year (14 responses)
• Helped determine that teaching was the right career choice (5 responses)
• Helped in deciding what grade levels to teach (5 responses)
• Suggestions to consider for the future include
• Observations earlier in the term (3 responses)
• More opportunities to interact with the children (2 responses)
• Longer observations/more time (5 responses)
• Recommendations: See chart
MARCH, 2015: RETHINKING
New Challenges:
• EDUC 250 course not offered during school hours – noon, after school
• Criminal Record Checks
• My Schedule
• 58/60 students wanted to complete Culminating Project (Observations) vs. Final Exam
Solutions:
• Empower students to find their own observation placements
• Collect data regarding students’ schedules/availability for observations
• Set up Observation Days in Pilot Schools during Reading Week
• Add an additional four schools as observation sites
• Create a schedule for observations that provides flexibility and choice for students
AND BEYOND….
What if…..
…there was an observation component to all three of our required education courses?
…students observed alongside EA and ELCC students?
…an “observation lab” was built into the students’ schedules
…observation visits were longer in length (1 day, 1 week at end of term)
…all education students had a mandatory field component in their first two years
…our School of Education built a schedule with one day a week for students to do “field work”

More Related Content

What's hot

FEROresume.teaching
FEROresume.teachingFEROresume.teaching
FEROresume.teaching
Emily Fero
 
CC STEM
CC STEMCC STEM
NIU Alumni Survey Results 2001-2005
NIU Alumni Survey Results 2001-2005NIU Alumni Survey Results 2001-2005
NIU Alumni Survey Results 2001-2005
Jason Rhode
 
Resume Macaluso
Resume MacalusoResume Macaluso
Resume Macaluso
Dominick Macaluso
 
Timetabling sessions 1 and 2 february
Timetabling sessions 1 and 2 february Timetabling sessions 1 and 2 february
Timetabling sessions 1 and 2 february
Martin Brown
 
Intro To WL
Intro To WLIntro To WL
Setting sail tús maith august and the principal (1)
Setting sail tús maith august and the principal (1)Setting sail tús maith august and the principal (1)
Setting sail tús maith august and the principal (1)
Martin Brown
 
SLTCC2017 a flexible model for giving information literacy and learning suppo...
SLTCC2017 a flexible model for giving information literacy and learning suppo...SLTCC2017 a flexible model for giving information literacy and learning suppo...
SLTCC2017 a flexible model for giving information literacy and learning suppo...
Solent Learning and Teaching Institute
 
Nerang Cluster Leading From the Middle by Nerang State School
Nerang Cluster Leading From the Middle by Nerang State SchoolNerang Cluster Leading From the Middle by Nerang State School
Nerang Cluster Leading From the Middle by Nerang State School
The Australian Association of Mathematics Teachers (AAMT) Inc.
 
A life of a Teacher
A life of a TeacherA life of a Teacher
A life of a Teacher
rajsruthi
 
Thailand – Equitable Education Fund – Kraiyos Patrawart
Thailand – Equitable Education Fund – Kraiyos PatrawartThailand – Equitable Education Fund – Kraiyos Patrawart
Thailand – Equitable Education Fund – Kraiyos Patrawart
EduSkills OECD
 
Spring 2011 faculty meeting LGST
Spring 2011 faculty meeting LGSTSpring 2011 faculty meeting LGST
Spring 2011 faculty meeting LGST
Jaylene Sarracino
 
Schoology
SchoologySchoology
Schoology
StephanieNob
 
staff development proposal
staff development proposalstaff development proposal
staff development proposal
cessig721
 
Education in the 21st Century Slides
Education in the 21st Century SlidesEducation in the 21st Century Slides
Education in the 21st Century Slides
LERN_AC_2015
 
School Safety Update
School Safety UpdateSchool Safety Update
School Safety Update
Franklin Matters
 
Action learning
Action learning Action learning
Influences on empowerment of talented secondary science students dortmund2
Influences on empowerment of talented secondary science students dortmund2Influences on empowerment of talented secondary science students dortmund2
Influences on empowerment of talented secondary science students dortmund2
Junior College Utrecht
 
Connecting students to a world of resources
Connecting students to a world of resourcesConnecting students to a world of resources
Connecting students to a world of resources
Deana Brown
 
Ghadia El Badaoui CV copy
Ghadia El Badaoui CV copyGhadia El Badaoui CV copy
Ghadia El Badaoui CV copy
Ghadia El Badaoui
 

What's hot (20)

FEROresume.teaching
FEROresume.teachingFEROresume.teaching
FEROresume.teaching
 
CC STEM
CC STEMCC STEM
CC STEM
 
NIU Alumni Survey Results 2001-2005
NIU Alumni Survey Results 2001-2005NIU Alumni Survey Results 2001-2005
NIU Alumni Survey Results 2001-2005
 
Resume Macaluso
Resume MacalusoResume Macaluso
Resume Macaluso
 
Timetabling sessions 1 and 2 february
Timetabling sessions 1 and 2 february Timetabling sessions 1 and 2 february
Timetabling sessions 1 and 2 february
 
Intro To WL
Intro To WLIntro To WL
Intro To WL
 
Setting sail tús maith august and the principal (1)
Setting sail tús maith august and the principal (1)Setting sail tús maith august and the principal (1)
Setting sail tús maith august and the principal (1)
 
SLTCC2017 a flexible model for giving information literacy and learning suppo...
SLTCC2017 a flexible model for giving information literacy and learning suppo...SLTCC2017 a flexible model for giving information literacy and learning suppo...
SLTCC2017 a flexible model for giving information literacy and learning suppo...
 
Nerang Cluster Leading From the Middle by Nerang State School
Nerang Cluster Leading From the Middle by Nerang State SchoolNerang Cluster Leading From the Middle by Nerang State School
Nerang Cluster Leading From the Middle by Nerang State School
 
A life of a Teacher
A life of a TeacherA life of a Teacher
A life of a Teacher
 
Thailand – Equitable Education Fund – Kraiyos Patrawart
Thailand – Equitable Education Fund – Kraiyos PatrawartThailand – Equitable Education Fund – Kraiyos Patrawart
Thailand – Equitable Education Fund – Kraiyos Patrawart
 
Spring 2011 faculty meeting LGST
Spring 2011 faculty meeting LGSTSpring 2011 faculty meeting LGST
Spring 2011 faculty meeting LGST
 
Schoology
SchoologySchoology
Schoology
 
staff development proposal
staff development proposalstaff development proposal
staff development proposal
 
Education in the 21st Century Slides
Education in the 21st Century SlidesEducation in the 21st Century Slides
Education in the 21st Century Slides
 
School Safety Update
School Safety UpdateSchool Safety Update
School Safety Update
 
Action learning
Action learning Action learning
Action learning
 
Influences on empowerment of talented secondary science students dortmund2
Influences on empowerment of talented secondary science students dortmund2Influences on empowerment of talented secondary science students dortmund2
Influences on empowerment of talented secondary science students dortmund2
 
Connecting students to a world of resources
Connecting students to a world of resourcesConnecting students to a world of resources
Connecting students to a world of resources
 
Ghadia El Badaoui CV copy
Ghadia El Badaoui CV copyGhadia El Badaoui CV copy
Ghadia El Badaoui CV copy
 

Viewers also liked

Topic 9: Academic Controversy
Topic 9: Academic ControversyTopic 9: Academic Controversy
Topic 9: Academic Controversy
bgalloway
 
Kenneth cole fragrances han
Kenneth cole fragrances hanKenneth cole fragrances han
Kenneth cole fragrances han
hanz1025
 
Planning for Redesign - 2015
Planning for Redesign - 2015Planning for Redesign - 2015
Planning for Redesign - 2015
bgalloway
 
Topic 4B: Real World Learning
Topic 4B: Real World LearningTopic 4B: Real World Learning
Topic 4B: Real World Learning
bgalloway
 
Topic 2A: Great Minds of Educators
Topic 2A: Great Minds of EducatorsTopic 2A: Great Minds of Educators
Topic 2A: Great Minds of Educators
bgalloway
 
Topic 6: Teaching Character Education to Middle Years Characters
Topic 6: Teaching Character Education to Middle Years CharactersTopic 6: Teaching Character Education to Middle Years Characters
Topic 6: Teaching Character Education to Middle Years Characters
bgalloway
 
Topic 2B: Foundations of Education - Schools of Today
Topic 2B: Foundations of Education - Schools of TodayTopic 2B: Foundations of Education - Schools of Today
Topic 2B: Foundations of Education - Schools of Today
bgalloway
 
Topic 4B: Real World Learning
Topic 4B: Real World LearningTopic 4B: Real World Learning
Topic 4B: Real World Learning
bgalloway
 
Week 2B: Curriculum - Now and Then
Week 2B: Curriculum - Now and ThenWeek 2B: Curriculum - Now and Then
Week 2B: Curriculum - Now and Then
bgalloway
 
Topic 2B: Curriculum - Now and Then
Topic 2B: Curriculum - Now and ThenTopic 2B: Curriculum - Now and Then
Topic 2B: Curriculum - Now and Then
bgalloway
 
Week 2A: Planning for Learning Today - 2015
Week 2A: Planning for Learning Today - 2015Week 2A: Planning for Learning Today - 2015
Week 2A: Planning for Learning Today - 2015
bgalloway
 
Topic 5B: Field Trips, Festivals, Fairs and Fun
Topic 5B: Field Trips, Festivals, Fairs and FunTopic 5B: Field Trips, Festivals, Fairs and Fun
Topic 5B: Field Trips, Festivals, Fairs and Fun
bgalloway
 
There and Back Again: An Introduction to Integration and Synthesis
There and Back Again: An Introduction to Integration and SynthesisThere and Back Again: An Introduction to Integration and Synthesis
There and Back Again: An Introduction to Integration and Synthesis
bgalloway
 
Topic 2A: Foundations of Education - Schools of Yesterday
Topic 2A: Foundations of Education - Schools of YesterdayTopic 2A: Foundations of Education - Schools of Yesterday
Topic 2A: Foundations of Education - Schools of Yesterday
bgalloway
 
Topic 5A: Powerful Learning Experiences
Topic 5A: Powerful Learning ExperiencesTopic 5A: Powerful Learning Experiences
Topic 5A: Powerful Learning Experiences
bgalloway
 
Topic 11: Game-based Learning and Gamification in the Classroom
Topic 11: Game-based Learning and Gamification in the ClassroomTopic 11: Game-based Learning and Gamification in the Classroom
Topic 11: Game-based Learning and Gamification in the Classroom
bgalloway
 
Comment gérer sa réputation sur Facebook
Comment gérer sa réputation sur FacebookComment gérer sa réputation sur Facebook
Comment gérer sa réputation sur Facebook
jeromelecoeur
 
Concevez votre site web avec php et mysql
Concevez votre site web avec php et mysqlConcevez votre site web avec php et mysql
Concevez votre site web avec php et mysql
José De Araùjo Fernandes
 

Viewers also liked (18)

Topic 9: Academic Controversy
Topic 9: Academic ControversyTopic 9: Academic Controversy
Topic 9: Academic Controversy
 
Kenneth cole fragrances han
Kenneth cole fragrances hanKenneth cole fragrances han
Kenneth cole fragrances han
 
Planning for Redesign - 2015
Planning for Redesign - 2015Planning for Redesign - 2015
Planning for Redesign - 2015
 
Topic 4B: Real World Learning
Topic 4B: Real World LearningTopic 4B: Real World Learning
Topic 4B: Real World Learning
 
Topic 2A: Great Minds of Educators
Topic 2A: Great Minds of EducatorsTopic 2A: Great Minds of Educators
Topic 2A: Great Minds of Educators
 
Topic 6: Teaching Character Education to Middle Years Characters
Topic 6: Teaching Character Education to Middle Years CharactersTopic 6: Teaching Character Education to Middle Years Characters
Topic 6: Teaching Character Education to Middle Years Characters
 
Topic 2B: Foundations of Education - Schools of Today
Topic 2B: Foundations of Education - Schools of TodayTopic 2B: Foundations of Education - Schools of Today
Topic 2B: Foundations of Education - Schools of Today
 
Topic 4B: Real World Learning
Topic 4B: Real World LearningTopic 4B: Real World Learning
Topic 4B: Real World Learning
 
Week 2B: Curriculum - Now and Then
Week 2B: Curriculum - Now and ThenWeek 2B: Curriculum - Now and Then
Week 2B: Curriculum - Now and Then
 
Topic 2B: Curriculum - Now and Then
Topic 2B: Curriculum - Now and ThenTopic 2B: Curriculum - Now and Then
Topic 2B: Curriculum - Now and Then
 
Week 2A: Planning for Learning Today - 2015
Week 2A: Planning for Learning Today - 2015Week 2A: Planning for Learning Today - 2015
Week 2A: Planning for Learning Today - 2015
 
Topic 5B: Field Trips, Festivals, Fairs and Fun
Topic 5B: Field Trips, Festivals, Fairs and FunTopic 5B: Field Trips, Festivals, Fairs and Fun
Topic 5B: Field Trips, Festivals, Fairs and Fun
 
There and Back Again: An Introduction to Integration and Synthesis
There and Back Again: An Introduction to Integration and SynthesisThere and Back Again: An Introduction to Integration and Synthesis
There and Back Again: An Introduction to Integration and Synthesis
 
Topic 2A: Foundations of Education - Schools of Yesterday
Topic 2A: Foundations of Education - Schools of YesterdayTopic 2A: Foundations of Education - Schools of Yesterday
Topic 2A: Foundations of Education - Schools of Yesterday
 
Topic 5A: Powerful Learning Experiences
Topic 5A: Powerful Learning ExperiencesTopic 5A: Powerful Learning Experiences
Topic 5A: Powerful Learning Experiences
 
Topic 11: Game-based Learning and Gamification in the Classroom
Topic 11: Game-based Learning and Gamification in the ClassroomTopic 11: Game-based Learning and Gamification in the Classroom
Topic 11: Game-based Learning and Gamification in the Classroom
 
Comment gérer sa réputation sur Facebook
Comment gérer sa réputation sur FacebookComment gérer sa réputation sur Facebook
Comment gérer sa réputation sur Facebook
 
Concevez votre site web avec php et mysql
Concevez votre site web avec php et mysqlConcevez votre site web avec php et mysql
Concevez votre site web avec php et mysql
 

Similar to EDUC 250: Field Experience Pilot Project

Esullivan vita feb_2015
Esullivan vita feb_2015Esullivan vita feb_2015
Esullivan vita feb_2015
Dr. Eileen C. Sullivan
 
esullivan_vita_Feb_2015
esullivan_vita_Feb_2015esullivan_vita_Feb_2015
esullivan_vita_Feb_2015
Dr. Eileen C. Sullivan
 
Student teacher engagement with research
Student teacher engagement with researchStudent teacher engagement with research
Student teacher engagement with research
The Higher Education Academy
 
Distance Learning update
Distance Learning update Distance Learning update
Distance Learning update
gketcham
 
Day 4 and 6 school feedback november course 2018
Day 4 and 6 school feedback november course 2018 Day 4 and 6 school feedback november course 2018
Day 4 and 6 school feedback november course 2018
zetabokola
 
Alastair Robertson, Julie Blackwell Young,Janet Horrocks
Alastair Robertson, Julie Blackwell Young,Janet HorrocksAlastair Robertson, Julie Blackwell Young,Janet Horrocks
Alastair Robertson, Julie Blackwell Young,Janet Horrocks
SEDA
 
An App a Day Keeps Teacher Burn-out Away
An App a Day Keeps Teacher Burn-out AwayAn App a Day Keeps Teacher Burn-out Away
An App a Day Keeps Teacher Burn-out Away
Alycia Schoof
 
Modelsofcurriculum 130905003417-
Modelsofcurriculum 130905003417-Modelsofcurriculum 130905003417-
Modelsofcurriculum 130905003417-
leronmilan
 
Models of curriculum
Models of curriculumModels of curriculum
Models of curriculum
j_allsopp
 
Curriculum Models
Curriculum ModelsCurriculum Models
Curriculum Models
Efraín Suárez-Arce, M.Ed
 
Learner interaction in_elearning_lamar_research_institute_3-21-14
Learner interaction in_elearning_lamar_research_institute_3-21-14Learner interaction in_elearning_lamar_research_institute_3-21-14
Learner interaction in_elearning_lamar_research_institute_3-21-14
Lamar University
 
dr_aziza_ellozy.ppt
dr_aziza_ellozy.pptdr_aziza_ellozy.ppt
dr_aziza_ellozy.ppt
Joric Magusara
 
dr_aziza_ellozy.ppt
dr_aziza_ellozy.pptdr_aziza_ellozy.ppt
dr_aziza_ellozy.ppt
AnandKumar279666
 
FACULTY DEVELOPMENT PROGRAME BY DR. ELLOZY
FACULTY DEVELOPMENT  PROGRAME BY DR. ELLOZYFACULTY DEVELOPMENT  PROGRAME BY DR. ELLOZY
FACULTY DEVELOPMENT PROGRAME BY DR. ELLOZY
shivas379526
 
Fam Sthalfday
Fam SthalfdayFam Sthalfday
Fam Sthalfday
FNian
 
Christine suh friday
Christine suh fridayChristine suh friday
Christine suh friday
ECCSymposium
 
modelsofcurriculum- lecture.130905003417-.ppt
modelsofcurriculum- lecture.130905003417-.pptmodelsofcurriculum- lecture.130905003417-.ppt
modelsofcurriculum- lecture.130905003417-.ppt
BataniJessica
 
College Autonomy
College AutonomyCollege Autonomy
NYC iZone at WNET's Teaching and Learning
NYC iZone at WNET's Teaching and LearningNYC iZone at WNET's Teaching and Learning
NYC iZone at WNET's Teaching and Learning
Tom Liam Lynch
 
Transforming Our Teaching as Well as Our VLE
Transforming Our Teaching as Well as Our VLETransforming Our Teaching as Well as Our VLE
Transforming Our Teaching as Well as Our VLE
D2L Barry
 

Similar to EDUC 250: Field Experience Pilot Project (20)

Esullivan vita feb_2015
Esullivan vita feb_2015Esullivan vita feb_2015
Esullivan vita feb_2015
 
esullivan_vita_Feb_2015
esullivan_vita_Feb_2015esullivan_vita_Feb_2015
esullivan_vita_Feb_2015
 
Student teacher engagement with research
Student teacher engagement with researchStudent teacher engagement with research
Student teacher engagement with research
 
Distance Learning update
Distance Learning update Distance Learning update
Distance Learning update
 
Day 4 and 6 school feedback november course 2018
Day 4 and 6 school feedback november course 2018 Day 4 and 6 school feedback november course 2018
Day 4 and 6 school feedback november course 2018
 
Alastair Robertson, Julie Blackwell Young,Janet Horrocks
Alastair Robertson, Julie Blackwell Young,Janet HorrocksAlastair Robertson, Julie Blackwell Young,Janet Horrocks
Alastair Robertson, Julie Blackwell Young,Janet Horrocks
 
An App a Day Keeps Teacher Burn-out Away
An App a Day Keeps Teacher Burn-out AwayAn App a Day Keeps Teacher Burn-out Away
An App a Day Keeps Teacher Burn-out Away
 
Modelsofcurriculum 130905003417-
Modelsofcurriculum 130905003417-Modelsofcurriculum 130905003417-
Modelsofcurriculum 130905003417-
 
Models of curriculum
Models of curriculumModels of curriculum
Models of curriculum
 
Curriculum Models
Curriculum ModelsCurriculum Models
Curriculum Models
 
Learner interaction in_elearning_lamar_research_institute_3-21-14
Learner interaction in_elearning_lamar_research_institute_3-21-14Learner interaction in_elearning_lamar_research_institute_3-21-14
Learner interaction in_elearning_lamar_research_institute_3-21-14
 
dr_aziza_ellozy.ppt
dr_aziza_ellozy.pptdr_aziza_ellozy.ppt
dr_aziza_ellozy.ppt
 
dr_aziza_ellozy.ppt
dr_aziza_ellozy.pptdr_aziza_ellozy.ppt
dr_aziza_ellozy.ppt
 
FACULTY DEVELOPMENT PROGRAME BY DR. ELLOZY
FACULTY DEVELOPMENT  PROGRAME BY DR. ELLOZYFACULTY DEVELOPMENT  PROGRAME BY DR. ELLOZY
FACULTY DEVELOPMENT PROGRAME BY DR. ELLOZY
 
Fam Sthalfday
Fam SthalfdayFam Sthalfday
Fam Sthalfday
 
Christine suh friday
Christine suh fridayChristine suh friday
Christine suh friday
 
modelsofcurriculum- lecture.130905003417-.ppt
modelsofcurriculum- lecture.130905003417-.pptmodelsofcurriculum- lecture.130905003417-.ppt
modelsofcurriculum- lecture.130905003417-.ppt
 
College Autonomy
College AutonomyCollege Autonomy
College Autonomy
 
NYC iZone at WNET's Teaching and Learning
NYC iZone at WNET's Teaching and LearningNYC iZone at WNET's Teaching and Learning
NYC iZone at WNET's Teaching and Learning
 
Transforming Our Teaching as Well as Our VLE
Transforming Our Teaching as Well as Our VLETransforming Our Teaching as Well as Our VLE
Transforming Our Teaching as Well as Our VLE
 

More from bgalloway

Topic 10: Stimulating Simulations
Topic 10: Stimulating SimulationsTopic 10: Stimulating Simulations
Topic 10: Stimulating Simulations
bgalloway
 
EDUC250: Field Experience Pilot Project
EDUC250: Field Experience Pilot ProjectEDUC250: Field Experience Pilot Project
EDUC250: Field Experience Pilot Project
bgalloway
 
Topic 8: The Power of Movement, Fun and Collaboration
Topic 8: The Power of Movement, Fun and CollaborationTopic 8: The Power of Movement, Fun and Collaboration
Topic 8: The Power of Movement, Fun and Collaboration
bgalloway
 
Topic 7: Brain Compatible Teaching (Part3): Differentiated Instruction
Topic 7: Brain Compatible Teaching (Part3): Differentiated InstructionTopic 7: Brain Compatible Teaching (Part3): Differentiated Instruction
Topic 7: Brain Compatible Teaching (Part3): Differentiated Instruction
bgalloway
 
Planning for Redesign
Planning for RedesignPlanning for Redesign
Planning for Redesign
bgalloway
 
Topic 2A: Great Educational Minds
Topic 2A: Great Educational MindsTopic 2A: Great Educational Minds
Topic 2A: Great Educational Minds
bgalloway
 
Topic 4A: The Constructivist Classroom
Topic 4A: The Constructivist ClassroomTopic 4A: The Constructivist Classroom
Topic 4A: The Constructivist Classroom
bgalloway
 
Week 3B - Integrated Unit Plan - Entry Event Exemplar
Week 3B - Integrated Unit Plan - Entry Event ExemplarWeek 3B - Integrated Unit Plan - Entry Event Exemplar
Week 3B - Integrated Unit Plan - Entry Event Exemplar
bgalloway
 
Week 3A - Frameworks for Learning
Week 3A - Frameworks for LearningWeek 3A - Frameworks for Learning
Week 3A - Frameworks for Learning
bgalloway
 
Topic 2: Great Minds of Educators
Topic 2: Great Minds of EducatorsTopic 2: Great Minds of Educators
Topic 2: Great Minds of Educators
bgalloway
 
Week 3: Frameworks for Learning in the 21st Century Classroom
Week 3: Frameworks for Learning in the 21st Century ClassroomWeek 3: Frameworks for Learning in the 21st Century Classroom
Week 3: Frameworks for Learning in the 21st Century Classroom
bgalloway
 
Topic 1: Why Active Curriculum?
Topic 1: Why Active Curriculum?Topic 1: Why Active Curriculum?
Topic 1: Why Active Curriculum?
bgalloway
 

More from bgalloway (12)

Topic 10: Stimulating Simulations
Topic 10: Stimulating SimulationsTopic 10: Stimulating Simulations
Topic 10: Stimulating Simulations
 
EDUC250: Field Experience Pilot Project
EDUC250: Field Experience Pilot ProjectEDUC250: Field Experience Pilot Project
EDUC250: Field Experience Pilot Project
 
Topic 8: The Power of Movement, Fun and Collaboration
Topic 8: The Power of Movement, Fun and CollaborationTopic 8: The Power of Movement, Fun and Collaboration
Topic 8: The Power of Movement, Fun and Collaboration
 
Topic 7: Brain Compatible Teaching (Part3): Differentiated Instruction
Topic 7: Brain Compatible Teaching (Part3): Differentiated InstructionTopic 7: Brain Compatible Teaching (Part3): Differentiated Instruction
Topic 7: Brain Compatible Teaching (Part3): Differentiated Instruction
 
Planning for Redesign
Planning for RedesignPlanning for Redesign
Planning for Redesign
 
Topic 2A: Great Educational Minds
Topic 2A: Great Educational MindsTopic 2A: Great Educational Minds
Topic 2A: Great Educational Minds
 
Topic 4A: The Constructivist Classroom
Topic 4A: The Constructivist ClassroomTopic 4A: The Constructivist Classroom
Topic 4A: The Constructivist Classroom
 
Week 3B - Integrated Unit Plan - Entry Event Exemplar
Week 3B - Integrated Unit Plan - Entry Event ExemplarWeek 3B - Integrated Unit Plan - Entry Event Exemplar
Week 3B - Integrated Unit Plan - Entry Event Exemplar
 
Week 3A - Frameworks for Learning
Week 3A - Frameworks for LearningWeek 3A - Frameworks for Learning
Week 3A - Frameworks for Learning
 
Topic 2: Great Minds of Educators
Topic 2: Great Minds of EducatorsTopic 2: Great Minds of Educators
Topic 2: Great Minds of Educators
 
Week 3: Frameworks for Learning in the 21st Century Classroom
Week 3: Frameworks for Learning in the 21st Century ClassroomWeek 3: Frameworks for Learning in the 21st Century Classroom
Week 3: Frameworks for Learning in the 21st Century Classroom
 
Topic 1: Why Active Curriculum?
Topic 1: Why Active Curriculum?Topic 1: Why Active Curriculum?
Topic 1: Why Active Curriculum?
 

EDUC 250: Field Experience Pilot Project

  • 1.
  • 2. SPRING, 2003: EDUCATION PROGRAM CHANGES Government/Program Cutbacks at Red Deer College, and program changes at the University of Alberta lead to the cancellation of the popular EDFX 203: Orientation to Teaching course with a mandatory 60 hours of field experience observation. The University of Alberta adds an additional “one week” observation to the third year practicum (EDFX 325) to compensate for this change. Several “colleges” continue to offer EDFX 203 as it is equivalent to the new EDUC 250 course that has replaced it; Red Deer College continues to offer one section for University of Lethbridge bound students. RDC Education promotes volunteerism in Years 1 and 2 (Volunteer Record Form), and Service Learning in Year 3.
  • 3. SPRING, 2012: EDUCATION PROGRAM REVIEW
  • 4. DECEMBER, 2013: OPERATIONAL PLAN – A LEARNER-CENTERED FUTURE
  • 5. MARCH, 2014: STUDENT SPEAK OUT Themes: Curriculum that is“real-life”, ”More practicum – Less classes”, “More practice and experimental learning”, “Apply knowledge in a working way” and “More student directed classes”.
  • 6. SPRING, 2014: COMMUNITY COLLABORATION • Meetings with Central Office personnel in Red Deer Public School District and Red Deer Catholic School Division • Discussion/Creation of “Field Experience Pilot Project” • Application for Workforce Planning Grant in partnership with CARC to provide “instructional coaching” to mentor teachers • Selection/Contact with principals at six pilot project schools: Westpark Elementary, Westpark Middle School, St. Martin de Porres Elementary School, Lindsey Thurber High School, Alternative School Center, Red Deer College Child Care Center/Kindergarten
  • 7. FALL, 2014: PROJECT LAUNCH • EDUC 250 course redesigned to give students the option to complete a Final Exam or Culminating Project for final assessment • Culminating Project includes 8 to 10 hours of observation time in four different school settings, completion of observation reflections (blog), and an exit interview. This is in addition to the required course elements of a professional growth plan, a professional portfolio, and a synthesis paper reflecting on what they have learned about themselves in relation to the teaching profession. • EDUC 250 course redesigned to include four observation visits during class time (8:30 to 10:00 a.m.) • Students sign up through Google • Follow-up discussions in class supports the idea of learning through Praxis – theory and practice (Freire)
  • 8. JANUARY, 2015: PILOT PROJECT EVALUATION • 54/58 choose to participate in “field experience pilot project” • Survey Monkey used to collect anonymous data from students, mentor teachers, and principals involved in project based on 3 questions: • What did you like most about the project? • What changes, suggestions or recommendations would you provide to improve this project? • Indicate your recommendation for the future of this project • The results were centered on the following themes: • Real world experience in the first year (14 responses) • Helped determine that teaching was the right career choice (5 responses) • Helped in deciding what grade levels to teach (5 responses) • Suggestions to consider for the future include • Observations earlier in the term (3 responses) • More opportunities to interact with the children (2 responses) • Longer observations/more time (5 responses) • Recommendations: See chart
  • 9. MARCH, 2015: RETHINKING New Challenges: • EDUC 250 course not offered during school hours – noon, after school • Criminal Record Checks • My Schedule • 58/60 students wanted to complete Culminating Project (Observations) vs. Final Exam Solutions: • Empower students to find their own observation placements • Collect data regarding students’ schedules/availability for observations • Set up Observation Days in Pilot Schools during Reading Week • Add an additional four schools as observation sites • Create a schedule for observations that provides flexibility and choice for students
  • 10. AND BEYOND…. What if….. …there was an observation component to all three of our required education courses? …students observed alongside EA and ELCC students? …an “observation lab” was built into the students’ schedules …observation visits were longer in length (1 day, 1 week at end of term) …all education students had a mandatory field component in their first two years …our School of Education built a schedule with one day a week for students to do “field work”