Experiences in Schools Placements

• Candidate Placement Guide 2013-2014 
• Candidate Placement Guide 2012-2013
• Candidate Placement Guide 2011-2012
• Candidate Placement Guide 2010-2011
• Candidate Placement Guide 2009-2010
• Candidate Placement Guide 2008-2009

All teacher candidates enrolled in any Ontario Faculty of Education must have a police record check that includes a Vulnerable Sector Check, before they can enter into schools in Ontario for their Experiences in Schools placement. Candidates without a current Vulnerable Sector Police Check will not be able to start their placement.

A Vulnerable Sector Police Check must be completed in the jurisdiction which you are currently living. The “current” address you use on the Police Check application must match the jurisdiction of the Police Department through which you are applying (i.e. if you applying through the Kingston Police Department, you must use your Kingston address, if you are applying through the Peterborough Police Department, you must use your Peterborough address). Candidates can use their residence address (if applicable) as their current address if necessary. Police departments do require proof of residency (e.g. lease agreement, utility bill, etc.) with your name on it in order to proceed with your Police Check.

Candidates obtaining a Police Check from the Toronto Police Department (Postal Code begins with ‘M’) must contact the Practicum Office to request a Consent to Disclosure form for that department. This form must be printed on legal sized paper to be accepted by the Toronto Police Dept. The Toronto Police Department has a 10-14 week wait list for Police Checks. You must use your Toronto address when obtaining a police check through the Toronto Police Department.

All candidates must show their Vulnerable Sector Screening to the Practicum Office or Concurrent Education Office at Trent for Queen's-Trent candidates, for verification prior to starting the Experiences in Schools placement.

All candidates (Queen’s and Queen’s-Trent) arranging Experiences in Schools placements in an Ontario school (excluding private) must check and adhere to the Board Protocol for the board in which you want to complete a placement.

ALL DISTRICT SCHOOL BOARDS REQUIRE A VULNERABLE SECTOR SCREENING POLICE CHECK.  Please read the section that pertains to your campus.

Queen's Concurrent

The deadline for verifying your Police Check with the Practicum Office is March 31 (for placements after exams in April). If you are completing your Experiences in Schools prior April, you must bring your Police Check to the Practicum Office for verification a minimum of 4 weeks in advance of the start date of your placement.

*Some District School Boards require a copy of the Vulnerable Sector Police Check on file prior to starting any Experiences in Schools placement. For those District School Boards, the Practicum Office will take a copy and send it on your behalf. If you do not verify your Police Check with the Practicum Office prior to the deadline, or a minimum of 4 weeks in advance, you will jeopardize your placement.

Queen's-Trent Concurrent

You must bring your Vulnerable Sector Police Check to the Concurrent Teacher Education Office for verification, prior to starting any Experiences in Schools placement.  The deadline for all upper year police checks is the end of August and the deadline for first year police checks is the end of October. 

*Some District School Boards require a copy of the Vulnerable Sector Police Check on file prior to starting any Experiences in Schools placement.  For those District School Boards, you can either drop it off at the Board office or mail your original Police Check to the Board with a self-addressed stamped envelope for them to return it to you (Peel District School Board will keep your original so if you are completing your placement in Peel DSB, get 2 original copies of your Vulnerable Sector Police Check).  The Concurrent Office has the name of the board level person to whom you need to send the Vulnerable Sector Police Check.  These details will be provided in your placement confirmation email.  

School Board Preferences

EDU- Practicum Office makes arrangements through Board Liaison
SCH- Candidates make arrangements directly with School Principals

First year candidates must complete the equivalent of 10 full days (minimum 60 hours) of teaching in Ontario. Ideally, candidates should complete 5 days in a Primary or Junior setting and the other 5 days in a grade 7 or 8 setting, but can opt to complete 2 weeks in one elementary setting. Candidates who choose to complete a placement arranged by the Faculty in an Ontario School Board (a Board with EDU on the District Board Protocol List) will normally be placed in one elementary setting for 2 weeks.

By the end of first year, candidates must select either the Primary-Junior Academic Plan or the Intermediate-Senior Academic Plan and sub-plans (candidates wishing to change from one division to the other after their first year may apply for permission to do so).

Candidates in *First Year must complete the PRAC 110, Experiences in Schools I in first year. Other than those attending the castle in first year, under no other circumstances can a candidate defer PRAC 110 to the second year.

Role of the candidate:

• To assist the classroom teacher in one-on-one or small group situations. Teacher Candidates are not expected to teach formal lessons.
• To make observations of three students, one of whom is a student with special needs. These observations should be discussed with the Host Teacher.

*First year candidates who are attending the castle must complete the First Year Experiences in Schools (PRAC 110) requirements in your second year.

Candidates in second year must complete the equivalent of 15 full days (minimum 90 hours). The placement requirements must be completed in the same academic year with the same Host Teacher.

Primary-Junior candidates complete their placement in an elementary setting including contact with a special needs student.

Intermediate-Senior candidates complete their placement in a grade 7 to 12 setting (preferably with at least one applied or locally developed class). One Host Teacher if possible.

Role of the Candidate:

• To assist and observe.
• To make observations of three students, one of whom is a student with special needs.
• To prepare a sample simplified IEP on one of the observed students. It is understood that IEPs may already be in place for students. Candidates would prepare a sample of what an IEP might look like for one of the observed candidates.
• To plan and teach three lessons in a traditional classroom setting, or to complete the equivalent planning and implementation in an alternative setting such as a school library or resource room.
• Observations, planning materials (such as lesson plans) and sample simplified IEP will be discussed with the Host Teacher.

Candidates in third year must complete the equivalent of 15 full days (minimum 90 hours). Where possible include a special needs component. The placement requirements must be completed in the same academic year with the same Host Teacher(s).

Primary-Junior candidates complete their placement in an elementary setting.

Intermediate-Senior candidates complete their placement in a grade 7 – 12 setting with one Host Teacher if possible.

Role of the Candidate:

• To assist and observe.
• To plan and teach five lessons in a traditional classroom setting, or to complete the equivalent planning and implementation in an alternative setting such as a school library or resource room.
• To incorporate strategies for accommodating students with special needs within their instructional plans.
• To make reflections and suggested changes on their plans after instruction occurs.
• Planning materials (such as lesson plans), strategies for accommodation, and reflections will be discussed with the Host Teacher.

First Year candidates must complete their Experiences in Schools Placements(s) in an Ontario school. Candidates can complete one of either the second or third year Experiences in Schools out of Ontario (including out of country).

Off-Campus Activity Safety Procedure (OCASP)

Candidates arranging placements out of country or in the far north must complete the Off-Campus Activity Safety Procedure (OCASP), which must be approved prior to leaving the country for a placement. It is the responsibility of the candidate to ensure they meet all entry requirements for the country in which they plan to complete the Experiences in Schools placement.

Pre-Departure Orientation Workshop (Queen's-Trent candidates)

Candidates who arrange a placement out of Canada or in the far-north must take a Pre-Departure Orientation Workshop/Session. It is the responsibility of the candidate to ensure they meet all entry requirements for the country in which they plan to complete the Experiences in Schools placement. It is highly recommended that candidates get cancellation insurance for placements requiring flights. See Trent University's webpage Study Abroad Student Resources "Before You Leave". 

Queen's-Trent Concurrent candidates requesting an Extension of Experiences in Schools Placement (PRAC) should contact Concurrent Education Office at Trent.

All first year candidates must complete the requirements for first year Experiences in Schools in their first year, with the exception of first year candidates at the castle who must complete the requirements for first year Experiences in Schools in their second year.

Candidates in Second or Third Year can request an extension of the Experiences in Schools placement (only as a last resort), but it is not recommended. Candidates who are granted an extension of the Experiences in Schools placement have one calendar year from the original completion date, in which to complete the placement. Candidates requesting an extension of their Experiences in Schools placement must do so by March 31 (the completion date of all Experiences in Schools courses is April 30).

Candidates must be registered in an Experiences in Schools course in order to request an extension. Candidates should register for the Experiences in Schools course in the academic year in which they intend to complete it.

Candidates who have registered for a second or third year course, then because of circumstances must request an extension must send an email from your Queen's account to the Practicum Manager, and include the reasons for requesting the extension of the course and your plans for completing the placement requirements within one calendar year from the original completion date (April 30).

Candidates must also contact Vicky Andrews, the Concurrent Education Assistant, to understand how the extension of the course will affect your academic progress in the program.

Candidates who are granted an extension of the third year course must understand that this course is a final year requirement that must be completed by the second Friday in May of the year in which you intend to enroll in final year Education.

Your request will be reviewed and a decision will be made based on the explanation you provide in your email. The Practicum Manager’s decision will be relayed to you as soon as possible. Once an extension has been granted, a “No Grade Statement” will be emailed to you.

Education Placement Agreement Form

For liability and insurance purposes, Queen's University Environmental Health and Safety department requires that this form is to be completed by all teacher candidates, signed by all parties and returned to the Practicum Office, with a copy kept on file at the Host School or Institution, on or before the first day of placement.

• Education Placement Agreement Form Template (how to complete the form)
• Education Placement Agreement Form 

Queen's Templates

• Observation sheet (11 KB PDF)
• Basic Lesson Plan (22 KB PDF)
• Simplified Individual Education Plan (IEP) (13 KB PDF)
• Classroom Management Strategies  (44.5 KB PDF)

Queen's-Trent Templates

• Observation sheet (71 KB PDF)
• Lesson Plan Format (74 KB PDF)
• Simplified Individual Education Plan (IEP) (44 KB PDF)
• Classroom Community (132 KB PDF)

Assessments (Progress Reports) and Deadlines

Progress Reports for Concurrent Education students (Years 1, 2, and 3) are different than the Assessments for Final Year Concurrent Education and Consecutive Education teacher candidates. Please be sure you are completing the appropriate forms. 

October 11, 2013 – The URL for the on-line Placement Arrangement form as well as your unique password will be emailed to you on or before this date. Contact the Practicum Office if you have not received the email by then.

December 13, 2013 – Submit online Placement Arrangement Form if requesting a placement that starts after exams in April/May (EDU on the Board Protocol List).

January 10, 2014 – Submit online Placement Arrangement Form if arranging a placement that starts Reading Week (SCH on the Board Protocol List).

March 31, 2013 – Submit online Placement Arrangement Form if arranging a placement that starts after exams April/May (SCH on Board Protocol list).

March 31, 2014 – Last date to request a placement extension to following academic year.

March 31, 2014 – Deadline to verify Vulnerable Sector Police Check with Practicum Office.

Submit your Progress Reports (Experiences in Schools Year 1 - Progress Report, Experiences in Schools Year 2 - Progress Report or Experiences in Schools Year 3 - Progress Report) immediately after completion of placement to ensure a timely submission of your PRAC mark.

Candidates keep the signed original of Progress Reports and provide yellow copy to the Practicum Office.

In fourth year, students do not complete Experiences in Schools placements. Information sessions to find out more about placements in their final year are provided.

Info Sessions 2014-2015

Candidates who will be coming into final year in September 2014 will attend an information session in November. Copies of the handout for each session will be made available here after the session takes place. 

Candidates in the final year are restricted to a specific catchment area for regular practicum (not Alternative Practicum). Only specific schools within the specified District School Boards are used.

• See District School Boards