There and Back Again: An Introduction to Integration and Synthesis
EDUC 250 pilot project - BEDPAC Meeting
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.
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”.
7. 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
8. 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)
9. 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
10. 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
11. 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”
