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Additional Qualifications Online Application System

You may use this system to:

  • Apply for Additional Qualifications courses
    (Note that a valid email address and credit card are required)
  • Check the registration status of your application
  • Update your current contact information

 

General Forms & Documents

eneral Forms & Documents

  •  
Teacher Candidate Checklist: Pre-Practicum
  •  
Teacher Candidate Checklist: During Practicum
  •  
AT-TC Communication Form 
  •  
Desk Card for Fall 2017 Practicum
  •  
Desk Card for Winter 2018 Practicum
  •  
At-a-Glance Weekly Expectations
  •  
Partnership Matters - June 2017 Newsletter 
  •  
Partnership Matters - December 2016 Newsletter

 

 

Work Safely & Insurance Forms

  •  
Document 1: WSIB Overview 
  •  
Document 2: WSIB Student Declaration of Understanding
  •  
Document 3: WSIB Letter to Placement Site
  •  
Document 4: WSIB Incident Report 

 

 

Assessment & Evaluation Forms

  •  
Mid-Point Formative Assessment 
  •  
Summative Evaluation 
  •  
Tips for Writing the Summative Evaluation 
  •  
Action Plan 
  •  
TC Self-Report

 

 

Lesson Feedback Forms

  •  
Feedback Form #1 (Components of Teaching, Strengths, Improvements) 
  •  
Feedback Form #2 (Components of Teaching, TC Specifications)
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Feedback Form #3 (Strengths, Things to Consider Chart)
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Feedback Form #4 (Possible Questions, TC Responses)
  •  
Cognitive Coaching Feedback Form
  •  
Feedback on a Lesson Plan Form

 

 

Lesson Plan Templates

  •  
Lesson Plan Template #1 (Bloom's, MI-1)
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Lesson Plan Template #2 (from creating a Dynamic Classroom book - 4)
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Lesson Plan Template #3 (Assessment, Differentiated Instruction - 3)
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Lesson Plan Template #4 (Critical Thinking, Differentiated Instruction - 3)
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Lesson Plan Template #5  (Collaborative Skills, Bloom's, MI - 2)
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Lesson Plan Template #6 (Critical Learning - 3)
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Lesson Plan Template #7 (Math Focused - 1)
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Lesson Plan Template #8 (Differentiated Instruction - 4)
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Lesson Plan Template #9 (Equity/Diversity, Self-Reflection - 3)
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Lesson Plan Template #10 (Instructional and Assessment Strategies - 3)
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Lesson Plan Template #11 (Teaching Strategies and Resources - 6)
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Lesson Plan Template #12 (Self-Reflection - 2
  •  
Lesson Plan Template #13 (Assessment - 2)
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Lesson Plan Template #14 (Activity-Based/Health Lesson - 3)
  •  
Lesson Plan Template #15 (Teaching and Development - 2)
  •  
Lesson Plan Template #16 (Library-Focused - 2)

 

 

Authentic Voices

What is an authentic conversation? 

It is a reflective learning conversation with a new teacher based upon evidence.
During this Teacher reading to studentsconversaton, ATs deconstruct events and teaching 
practice.


Why have it? 

To assist TCs to reflect upon their teaching practice and move towards
inquiry about students and their needs. 

 

What are the roles of an effective mentor? 

As a consultantyou offer support and resources. Teacher with a student

As a collaborator, you create challenges and encourage growth.

As a coach, you facilitate a professional vision. 

Bringing Research into Practice: An OISE/TDSB Research Project to Support the Mentoring Practices of Associate Teachers

Authentic Voices from the Field: Associate Teachers Talk About the Effective Feedback

Abstract: An Associate Teacher was filmed during pre- and post-lesson debriefing sessions with two Teacher Candidates during the OISE practicum placements. By watching and discussing the filmed debriefing sessions on the digital resource, Associate Teachers began to examine their own questioning and feedback practices. More

This webinar resource for Associate Teachers includes three strategies which may help as you engage your Teacher Candidate in reflective conversations. Please read the description of the technique before 
viewing the video. The videos took place in elementary classrooms, but the 3 strategies can be easily for secondary.

 


  Video - 00:32 min

Strategy #1: FOCUSED OBSERVATION

Prior to a lesson, ask the Teacher Candidate to identify an area of teaching that s/he would like the Associate Teacher to provide feedback on. This area becomes the focus of the Associate Teacher's observation of the lesson and the feedback session.
 

Resources for Associate Teachers:


Video - 2:48 min

Strategy #2: SCALING QUESTIONS

Asking TCs to rate their own performance on a scale of one to ten, allows them to participate in a guided reflective process with the goal of incremental improvement. 
 

Resources for Associate Teachers:

 


Video - 01:02 min

Strategy #2: PARAPHRASING

Asking TCs to rate their own performance on a scale of one to ten, allows them to participate in a guided reflective process with the goal of incremental improvement. 
 

Resources for Associate Teachers: