Sharing, Teaching, Learning (Professional Services)

Every year thousands  of ETFO members  take part in a rich form of professional learning, learning that takes place in their own classrooms.  It’s  a learning opportunity that happens when they agree to become associate teachers. Associate teachers are those who volunteer to have a student teacher in their classroom for practicum placements, which can total from 40 to 60 days. We asked some associate  teachers to share their thoughts about taking on this responsibility.

Why they do it
Associate teachers say they find it  rewarding  to share their love of teach- ing. They are giving back to the profession  that has provided  them with a career they love.

“There is  no better job than working  with children, and being able to share knowledge and ideas isawesome.”
— Sheila Smith Jones

“I had wonderful associate teachers myself, who I continue to emulate. I know how much their guidanceand experience  meant to me, and I hope that I am helping a pre-service teacher to discover their own philosophy and methods.”
— Renée Herron

“It  helps me to remember  why I got into teaching. Teacher-candidates  often have great enthusiasmand an untainted passion for teaching. I find their exuberance refreshing.”
— Robyn Colvin-Smith

A  chance to reflect on practice
Associate teachers say preservice teachers bring with them new ideas and practices and particularly knowledge of  new technology. Working with them provides associate teachers with an opportunity to reflect on their own  practice.

“It   can make the  teacher more aware of  her/his own teaching style –  how different personalities can still   produce   positive  results.  An   example is  that  I, who am fairly loud as a  teacher, find softer-spoken  people can still be very  effective in classroom management.” 
—  Judith Maeck

“Being an associate is a chance to share our own experiences  with individuals new to the profession,but more  importantly, it  is a chance for us to be metacognitive  about our own teaching practices.”
— Calvin Makela

Challenges
Without question, having a student teacher in  the classroom  brings challenges. Many associate teachers long for more time to  do this work.

“It  can be challenging to completely give control of your classroom to another person. They mayhandle situations in  different ways  than I would. Many times I have felt like jumping into situations to‘rescue’  the student teacher. But over the years, I have found  that it  is  a better learning experience for them, the less I interfere.”
— Robyn Colvin-Smith

“It  is  still a challenge  to find the time to mentor a candidate  and to make sure that the day-to-day realities of  the teaching  profession are addressed.”
— Calvin Makela

Not all student teachers are created equal. Associate  teachers say those who are struggling could particularly benefit from more time  in the classroom.

“[We  need] more time to sit down with student teachers  to give appropriate and timely feedback . . .This is especially important when you have a student teacher who is struggling.”
—  Sheila Smith-Jones

“It  can be uncomfortable  addressing issues when a student teacher’s skills are not where one wouldexpect and when they are not  fully prepared  to teach the  assigned lesson(s).  It  can also be morechallenging  when the  student teacher has not covered a topic  in  their school learning that is neededfor the practicum.”
— Sheila Cade

“It  is very worrisome  when student teachers  come to the profession thinking that they will alwayshave all the answers and that  there is only one way to do things. As teachers we always have to learnand grow.”
— Dawn Stefani

Improving the experience
Associate teachers want forms that are easier to fill out. They want recognition of the additional time they spend. But most of  all  they want time to work with student teachers and for student teachers to have more time to practise their new profession.

“Observing once  or  twice  a  week for  a  few  weeks before  the  practicum begins would allow the teacher-candidate   time  to   learn about  the  class as  a  whole as  well as  the  individuals whocomprise the  class. Time and energy could then be devoted to  planning and delivering  engaging  lessons.”
— Sheila Cade

“I would also like more time to co-plan; even an extra period a week would be wonderful toacknowledge the increased  workload  of  accepting a student teacher. This would benefit both of us.”
— Renée Herron

Associates also have specific advice about what the  faculties of education could do to  improve students’ success in the profession.

“Teacher-candidates are often juggling school assignments along with lesson plans during a practicum.The practicum should be the only assignment for the teacher-candidate.”
— Sheila Cade

“The  time  learning in  the  classroom  environment is  training in  the real world. To  come in  for twoweeks is just not a feasible way  to do things. The student teachers only start to get their ‘footing’ at thetwo-week mark as they learn from the children and find out  their strengths, needs, and learning styles.”
— Dawn Stefani

“I would change it  back to having the last three weeks as 100  percent teaching. Only one week of 100 percent teaching responsibility does not  let the teacher-candidate  get over the anxiety of fullresponsibility for a classroom. In  my observation, by the end of  the third week, the  teacher candidatefeels at ease with his/her responsibility and is better prepared to enter the profession.”
— Robyn Colvin-Smith

“I  would like  to see a  return to  three different placements so that the student teacher can experience three  schools,  three associates, three  sets of  students, etc.  The practicum  seems to be too short,and this,  in my opinion, is where  the most valuable  learning takes place. There should be amandatory  one-week  Resource or Students-at-Risk placement.”
— Renée Herron

“Effective classroom  management  skills are important at any grade level and contribute to productivedays in the classroom.  Ensuring teacher-candidates have many opportunities to build their skills in thisarea is important.  Teacher-candidates need time to observe and discuss a variety of situations requiring different classroom  management  strategies.”
— Sheila Cade

“The teacher-candidate who is  working  with the associate  teacher  should  have the  opportunities  to visit  other teachers in the school.”
— Calvin Makela