Part 4- Multiple Subject

4.1

•  Table 4
• Revised Table 4.1 (all links updated)

Revisions for 7c Language Development & 7d Effective Expression

• The program focuses on introducing candidates to instruction that values and leverages students' existing linguistic repertoires, including home languages and dialects, and that accepts and encourages translanguaging in two lectures in EDLT 502 Teaching English Learners and EDTP 521 Literacy and Language in Diverse Classrooms.The skills are further practiced and assessed in EDTP 521, EDTP 523: Introduction to Clinical Practice and EDTP 540: Clinical Practice.
• EDLT 502 focusses on multiculturalism and multiliteracy during weeks 3,  11, and 13.  The concepts are practed in EDTP 523 and assessed in EDTP 540 and EDLT 502

4.2a

• MOU Addendum
  • Updated Link to MOU Addendum
• When securing clinical practice placements, cooperating teachers will receive a letter/email about clinical practice details and requirements, including TPE 7.
  • Methods Cooperating Teacher Letter
    • Updated Methods Cooperating Teacher/Mentor Letter
  • Clinical Cooperating Teacher Letter
    • Updated Clinical Cooperating Teacher/Mentor Letter

Each semester, the department provides orientation meetings for mentor/cooperating teachers and university supervisors. The information provided at these meetings includes the TPEs 1–7 and Dyslexia Guidelines:

• Updated DLT University Supervisor and Cooperating Teacher Handbook 
• CT Orientation
• University Supervisors Training

4.2b

• The Department of Learning and Teaching (DLT) Candidate Handbook is publicly available on the Student Resource site. During the candidates' orientations, which take place prior to the beginning of each semester, all candidates, including those who have chosen an intern option for their last semester, are introduced to the DLT Student Resource site and DLT Candidate Handbook. 
• All clinical practice requirements that encompass TPEs 1–7 are discussed during orientation meetings specific to clinical practice, including TPE-based bi-weekly reflective journal activities (EDTP 523 and EDTP 540) and clinical evaluations (TPEs 7.8 a–d), and Field Observations with Lesson Plans (TPEs 7.6a–b and 7.7a–d). 
• Evidence for 4.2b:
  • Department of Learning and Teaching Candidate Handbook  – TPEs 1–7 and Dyslexia Guidelines
  • Bi-weekly reflective journals: EDTP 523 and EDTP 540
  • Clinical Evaluation
  • Methods Mid-Term Dialogue
  • Field Observations (TPEs 7.6a-b and 7.7a-d) 
  • DLT Lesson Plan – For Field Observations

4.2c

Revision for 4.2c

The elements of literature, language and comprehension will be practiced during field placements. Three of the six lesson plans must be literacy-based, with an emphasis on TPE 7 elements. The university supervisor will review these lessons with an additional evaluation form: the TPE 7 Field Observation form.

•  TPE 7 Field Observation form assessing planning and instruction.

The elements of literature, language and comprehension will be assessed by university supervisors and cooperating teachers via the TPE 7 Clinical Evaluation form. This form documents an overall score for each TPE, with each TPE assessing several elements. Assessors must document any TPE element that needs additional support.

•  TPE 7 Clinical Evaluation Form

Original Submssion Follows

Candidates are ensured they are able to practice these skills and are provided formative feedback to guide improvement in the clinical practice courses EDTP 523 and EDTP 540. These clinical practices happen across two semesters, during which candidates plan lessons utilizing the Department of Learning and Teaching (DLT) lesson plan template and continuously reflect on their ability to demonstrate and engage with the skills related to the selected elements within TPEs 1–7. Candidates are formally assessed by University Supervisors in both semesters with the field observation and clinical evaluation forms. 

Candidates collaborate with their university supervisor and cooperating teacher to plan their clinical practice to practice the skills in the selected elements within TPEs 1–7, including 7.8a, 7.8b, 7.8c, 7.8d. Candidates complete reflective journal activities (EDTP 523 and EDTP 540) by reflecting on their ability to demonstrate and engage with the skills and how they can demonstrate ongoing improvement. In addition, candidates practice planning lessons in both EDTP 523 and 540 using the DLT Lesson Plan template, which is linked to 7.6a-b (Section 7 of the Lesson Plan) and 7.7a-d (Section 9). 

Throughout each clinical practice, the university supervisor and cooperating teacher guide and mentor candidates in demonstrating the required skills and knowledge throughout the semester. Candidates will design a lesson using the DLT Lesson Plan Template and submit their lesson plan 48 hours prior to each observation and the supervisor will provide 1–2 sentences of written feedback to enhance the quality of the lesson. Their supervisors will observe six lessons and provide verbal and written feedback after each lesson using the Field Observation form which is linked to the TPEs 1–7, including 7.6and 7.7. Additionally, during the 1st clinical practice semester (EDTP 523), the university supervisor and cooperating teacher evaluate candidates’ knowledge and abilities to demonstrate the required skills, including 7.8, using the Methods Mid-Term Dialogue form at the mid-semester and the program clinical evaluation form at the end of the semester based on the TPEs 1–7. During the 2nd clinical practice semester (EDTP 540), the university supervisor and cooperating teacher evaluate candidates’ knowledge and abilities to demonstrate the skills twice (mid-semester and final) using the program Clinical Evaluation form. 

• Evidence for 4.2c: 
• Bi-weekly reflective journals: EDTP 523 and EDTP 540
• Clinical Evaluation Form
• Methods Mid-Term Dialogue
• DLT Lesson Plan – For Field Observations