1. InPlace: Where do I find my placement information?

Question:
Where do I find my school, Associate Teacher, board requirements, forms, and other placement information?

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“InPlace is the main system we use for placement information. Once placements are released, teacher candidates should log into InPlace and carefully review the information that has been assigned to them.

Depending on the placement and board, you may see the school, Associate Teacher information, board-specific instructions, PDFs, required documents, and other placement details.

Different school boards do not necessarily release their information at exactly the same time. Some boards may upload information earlier, while others may still be completing their placement arrangements.

So if another teacher candidate has received more information than you, that does not automatically mean that something is wrong with your placement.

However, you should regularly check InPlace and your university email. If information that should be there is still missing, then contact the placement office or your Foundations instructor rather than making assumptions.”

Main message

Check InPlace regularly. Different boards work at different speeds. If something is genuinely missing, ask.

2. Placement information can change

Question:
Once my placement appears in InPlace, is it final?

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“Placement information can sometimes change. Schools have staffing changes, teachers take leaves, timetables change, courses change, or other circumstances arise.

Therefore, teacher candidates should keep checking their email and InPlace even after receiving their placement.

If there is a change, follow the updated information provided by the placement office. Do not independently contact another school and arrange a different placement for yourself.”

3. What should I do before contacting my Associate Teacher?

Before contacting the Associate Teacher:

• review your InPlace information;

• make sure you know the school and placement dates;

• complete required board onboarding;

• review the FE Binder;

• know your observation/orientation dates;

• review your teaching-block dates;

• identify anything the school or board specifically requires.

Then contact the Associate Teacher professionally.

Suggested script:

“Hello [Associate Teacher’s name],

My name is ________, and I am an Ontario Tech University teacher candidate who has been assigned to complete my practicum with you. I am looking forward to meeting you and learning from you during the placement.

I wanted to introduce myself and confirm my first day. Could you please let me know what time you would like me to arrive, where I should enter the school, and whether there are any parking or check-in procedures I should know about?

I would also appreciate any information about the courses/classes I will be observing and teaching, your timetable, and anything you would like me to review or prepare before I arrive.

Thank you very much. I am looking forward to working with you.”

4. Observation/orientation week is part of practicum preparation

Question:
What should I actually do during observation week?

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“Observation week should not be treated as a week where you simply sit at the back of the classroom.

Use that time to learn how the school works. Pay attention to classroom routines, student behaviour, classroom management, assessment practices, transitions, attendance procedures, school expectations, student needs, and the Associate Teacher’s teaching style.

Learn students’ names where possible. Observe how students respond differently to different types of instruction.

You can also begin helping with appropriate classroom tasks and asking your Associate Teacher what you can start taking responsibility for.

Take useful observation notes, but remember confidentiality. Do not record identifying information about students unnecessarily.”

Think of observation week as:

Observe → understand → assist → prepare → gradually teach.

5. Do I teach 100% immediately?

No.

The placement is intended to be developmental.

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“You are not expected to walk into the classroom on the first day and immediately teach the Associate Teacher’s entire timetable.

At the beginning, you should observe, learn the students, understand routines, become familiar with the curriculum and establish a relationship with your Associate Teacher.

Then you gradually take on more responsibility.

That can include individual activities, parts of lessons, full lessons, assessment responsibilities, classroom routines, and eventually larger teaching blocks.”

The important idea from the meeting was progression, not an instant takeover.

6. How much should I eventually be teaching?

The meeting discussion indicated that candidates should move toward a substantial teaching responsibility later in the placement.

In some situations, approximately 75% or more of the teaching load near the end was discussed, but the speaker also emphasized that circumstances differ.

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“The exact teaching load depends on the placement, your readiness, your Associate Teacher, your division and the school timetable.

The expectation is that responsibility increases over time.

By the later stages of practicum, you should be functioning much more like the classroom teacher rather than primarily observing.

That includes lesson planning, instruction, assessment, classroom management, professional routines and other normal teaching responsibilities.”

Do not interpret a percentage such as 75% as meaning that every candidate must be at exactly the same percentage on exactly the same day.

7. Secondary candidates and senior-level teaching

This was particularly important for Intermediate/Senior candidates.

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“Secondary candidates should pay attention to the grade levels and courses they are teaching.

Where applicable, candidates should have experience teaching at least one senior-level Grade 11 or Grade 12 class during their practicum experiences.

If you have reached your later placement and realize that you have not had an opportunity to teach at the senior level, let the placement office or Foundations instructor know.

Do not wait until the end of your final placement to discover that an important placement requirement has not been met.”

For you, this is particularly relevant because your placement experiences involve secondary science/biology and Intermediate/Senior teaching.

8. Associate Teacher is absent — do I stay home?

No, do not automatically stay home.

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“If your Associate Teacher is absent, that does not automatically mean that you have a day off.

You are completing your practicum at the school, not simply following one individual teacher.

The school may have a supply teacher covering the class, or the administration may make another arrangement.

If you arrive and your Associate Teacher is absent, follow the school's procedures and ask what you are expected to do.

If you know ahead of time that your Associate Teacher will be away and you are unsure what to do, communicate with the school and, if necessary, your Foundations instructor or placement office.

Do not simply decide not to attend.”

9. Practicum attendance is a professional responsibility

The meeting strongly emphasized this point.

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“Practicum should be treated much more like professional employment than like an ordinary university class.

You are expected to arrive on time, remain for the professional day, be prepared, follow school procedures and communicate professionally.

If something prevents you from attending, communicate immediately using the required process.

Do not disappear from placement or wait several days before explaining what happened.”

The important message was:

The school and university need to know where you are.

10. What happens if I miss practicum days?

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“Teacher candidates are required to complete the required practicum days.

If you miss a day because of illness, emergency or another legitimate circumstance, notify the appropriate people promptly.

Normally, missed practicum time has to be addressed or made up according to university requirements.

The exact arrangement depends on the circumstances and where you are in the placement.

Do not independently extend your placement or create your own make-up arrangement without approval.”

11. What happens if I miss days near the very end of December?

This was raised because there may be very few school days remaining.

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“If you are near the end of placement and there are not enough school days remaining to make up an absence normally, contact the placement office immediately.

The Faculty will determine what arrangement is appropriate.

Do not assume that because the school closes for the winter break, the requirement disappears.”

Where a make-up arrangement extends beyond the scheduled block, it needs to be handled through the approved process.

12. PA days, holidays, reading week and different school calendars

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“Teacher candidates need to pay close attention to the actual calendar of their assigned school board.

University dates and school-board dates do not always line up perfectly.

There may be PA days, holidays, reading-week differences or board-specific schedules.

Follow the practicum instructions and the actual host school's calendar.

If something appears inconsistent, ask the placement office rather than assuming that you should attend or stay home.”

13. Transitional Certificate — up to five paid practicum days

This is an important clarification from your new screenshots.

The speaker specifically referred to candidates who have a Transitional Certificate.

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“Under the policy discussed in the meeting, a teacher candidate with the appropriate Transitional Certificate may be allowed to complete up to five days of the final practicum as paid teaching days.

These are not simply five automatic paid practicum days.

You need to be performing an appropriate paid teaching assignment under the board's employment process.”

Placement alignment matters

For Primary/Junior, the paid teaching must be in the appropriate division.

For secondary candidates, the meeting indicated that the work needs to align with the relevant division/teachable area.

So the basic principle is:

Your paid work still needs to fit the placement requirements.

14. Do I have to use all five paid days?

No.

The meeting referred to “up to five days.”

That means five is the maximum discussed, not an obligation.

15. When should I use my five paid days?

This part was a recommendation from the speaker, not necessarily a mandatory policy.

The speaker recommended considering saving the five days until the final week of practicum.

Why? Because an employment opportunity may appear near the end of placement.

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“If I had the Transitional Certificate and the opportunity to use up to five paid days, one recommendation from the meeting was to consider saving those days until the final week of placement. That gives you flexibility if a school wants to hire you for an LTO beginning immediately around the end of practicum.”

The speaker gave an example of candidates beginning an LTO on the Monday of their final placement week and using their five allowable paid days to transition into the job.

16. Why might saving the five days for the final week be useful?

The speaker described a scenario like this:

“A principal might say, ‘We really want to hire you. Can you work for us starting in January?’

If your circumstances and practicum approval allow it, you may be able to say that you can actually begin during the final practicum week.”

That can make the transition from:

Teacher Candidate → paid teaching → LTO

much smoother.

Again, this was presented as a strategic benefit, not a guarantee that an LTO will appear.

17. What if I don't get an LTO?

The speaker noted that the final week before the December break often has significant demand for supply teachers.

Therefore, if the candidate is properly qualified and hired through the board, the paid-day provision might also be used for appropriate occasional/supply teaching.

The meeting's meaning was essentially:

“If you do not receive an LTO, those days may still potentially be useful for supply teaching, subject to the board and practicum requirements.”

18. Can I use the five days earlier instead?

The meeting suggested another possible distribution:

Up to two days during observation week and the remaining three during the teaching block.

However, the speaker's recommendation was to think carefully before using them early because they may become particularly useful at the end of placement.

Most importantly:

Tell your Foundations instructor.

Do not make paid-work/practicum arrangements without the appropriate university knowledge or approval.

19. Do I need to already be hired by the board before getting an LTO?

A candidate asked this directly.

The answer was nuanced.

Typical Ontario pathway discussed in the meeting:

Occasional Teacher → OT list → Long-Term Occasional position

But the speaker emphasized that this is not the only possible sequence.

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“Usually, a teacher enters a board as an occasional teacher and then applies for or receives an LTO.

However, circumstances can change quickly in schools.

A teacher may unexpectedly take a leave for several months. A principal who has already observed a strong teacher candidate may believe that candidate would be a good fit.

The principal may then work through Human Resources to determine whether the candidate can be hired.”

The important point is:

The principal cannot simply bypass HR.

The appropriate HR/employment paperwork still has to happen.

20. Could a principal hire me even if I am not already an employee?

According to the meeting, potentially yes, depending on the board and circumstances.

The speaker said a candidate does not necessarily have to already be a board employee at the exact moment the principal expresses interest.

However: The candidate still has to go through HR and satisfy the board's employment requirements before actually working in the position.

So: Principal interest ≠ automatic employment. It means the hiring process may begin.

21. Why is the Transitional Certificate important?

The meeting suggested that many candidates with the Transitional Certificate may already be able to get onto occasional teacher lists while completing the B.Ed.

That can create opportunities during practicum.

However, it does not mean that every candidate automatically gets:

• an OT position;

• paid practicum days;

• an LTO;

• or a permanent teaching job.

Employment still depends on the board's hiring process and available positions.

22. Board-specific onboarding — do all boards require the same things?

No. This was emphasized repeatedly.

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“Each school board has its own onboarding process.

Do not assume that because your friend in another board had to submit something, you have exactly the same requirement.

Conversely, do not assume that because another board did not ask for something, your board will not ask for it.”

Possible requirements include:

• Vulnerable Sector Check;

• board forms;

• health and safety training;

• declarations;

• confidentiality forms;

• board orientation;

• identification;

• proof of qualifications;

• other board-specific documentation.

23. Vulnerable Sector Check — does the board need confirmation?

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After uploading/ticking off the VSC requirement in InPlace, they needed board confirmation.

The response clarified:

The answer depends on the board.

Boards such as Peel, Toronto Catholic and Toronto District were mentioned as examples of boards that may ask for the VSC to be sent to them.

Therefore:

“Follow the instructions for your specific board. Do not copy another board's VSC procedure.”

24. Do I send my VSC to anyone who asks?

No.

A VSC contains sensitive personal information.

Use the official board or university submission process.

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“Keep a digital copy of your Vulnerable Sector Check, but only submit it using the board's approved process.

If you are not sure whether your board needs the document itself or simply confirmation, check the board instructions or ask the placement office.”

25. Health and safety requirements

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“Complete all required health and safety training before placement.

If your board requires its own modules or certification, complete those even if you have previously completed similar training elsewhere, unless the board explicitly says your previous training is acceptable.

Keep copies of completion certificates wherever possible.”

Do not rely exclusively on InPlace as the only location where your records exist.

26. Keep your own copies of documents

The meeting repeatedly emphasized document management.

Keep separate copies of:

• VSC;

• health and safety certificates;

• board onboarding documents;

• practicum forms;

• interim reports;

• final reports;

• other required certifications.

A good rule is:

InPlace is the official system, but keep your own organized records too.

27. FE Binder

Question:
What should I do with the FE Binder?

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“Review the FE Binder before practicum begins.

Do not wait until the first teaching day to discover what forms or expectations are in it.

The binder contains important practicum expectations, documentation, assessment information and forms that you and your Associate Teacher may need.”

Know:

• what you complete;

• what your Associate Teacher completes;

• what needs signatures;

• where reports are located;

• what deadlines apply.

28. FE Binder access problem

If the FE Binder link keeps asking for another board account or Google account:

1. Try an Incognito/private browser.

2. Sign out of competing Google accounts.

3. Sign into your Ontario Tech account.

4. Open the link again.

5. If it still does not work, contact your Foundations instructor.

The earlier meeting discussion suggested that account conflicts may sometimes cause the problem.

29. Interim report

The interim report shows where you are during the placement.

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“The interim report gives you feedback about your progress, strengths and areas that still need attention.

Read it carefully. Discuss it with your Associate Teacher.

If something needs improvement, use the remaining placement time to demonstrate that improvement.”

It should not simply be treated as a grade.

It is part of the professional learning process.

30. Improvement action plan

If there are significant concerns, an improvement plan may be developed.

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“An improvement action plan is not automatically the same thing as failing practicum.

It identifies what needs to improve, what actions the teacher candidate should take, what support will be provided and how progress will be monitored.”

The candidate is then expected to:

understand the concern → respond → improve → provide evidence of improvement.

31. Final practicum report

The final report reflects performance by the end of the placement.​

“The Associate Teacher completes the final evaluation/report based on your overall practicum performance.

By that point, major concerns should normally not be appearing for the very first time.

You should have been receiving feedback throughout the placement.”

If something in the final report is unexpected or seriously inconsistent with what has been communicated, contact the Foundations instructor promptly.

32. Keep your interim and final reports

These documents may later become useful evidence of your teaching experience.

They can help you remember:

• courses taught;

• grade levels;

• strengths;

• professional feedback;

• instructional strategies;

• areas of growth;

• accomplishments.

They may also help when preparing for teaching interviews.

33. Daily feedback matters

Do not wait until the interim report to find out how you are doing.

Ask your Associate Teacher questions such as:

“What is one thing you think worked well today?”and

“What is one thing you would recommend I adjust for tomorrow?”

Short, regular feedback is often more useful than discovering several weeks later that something needed to change.

34. Professional standards during practicum

You are being evaluated not only on your lesson plans.

Professional expectations include:

• attendance;

• punctuality;

• preparation;

• communication;

• confidentiality;

• ethical behaviour;

• responsiveness to feedback;

• relationships with students;

• relationships with colleagues;

• classroom management;

• assessment;

• reliability;

• professional judgement.

The placement prepares you to function as a professional teacher.

35. Stay for the professional day

Do not think:

“My lesson is finished, so I can leave.”

Practicum involves understanding the broader work of teachers.

That can include:

• planning;

• assessment;

• preparation;

• supervision;

• duties;

• staff communication;

• meetings;

• student support;

• classroom organization.

Follow the host school's expectations for the professional day.

36. Confidentiality

This was emphasized strongly.

Do not casually share:

• student names;

• student diagnoses;

• behaviour incidents;

• grades;

• family information;

• Associate Teacher personal information;

• confidential school matters.

Do not post placement problems or identifying information on social media.

If there is a genuine concern, discuss it with the appropriate professional contact.

37. What if I have a problem with my Associate Teacher?

First, determine the seriousness of the issue.

For normal differences in teaching style or expectations, professional conversation may solve the problem.

Possible script:

“I want to make sure I understand your expectations correctly. Could we talk about what you would like me to change or focus on?”

However, if something is serious, unsafe, discriminatory, unethical or clearly inappropriate:

Contact your Foundations instructor/placement office.

You do not have to resolve a serious situation entirely on your own.

38. Do not wait until the last day to report a serious problem

The meeting emphasized this repeatedly.

If something serious happens in week one or two, tell the appropriate person then.

Waiting until the final evaluation makes it much harder for the university to:

• investigate;

• support you;

• support the Associate Teacher;

• clarify expectations;

• intervene;

• change the placement if necessary.

39. Can the university move my placement?

Yes, in serious circumstances, the university can intervene and may determine that a placement needs to change.

But the teacher candidate does not arrange the replacement placement independently.

That decision and process go through the Faculty/placement office.

40. What if I receive criticism from my Associate Teacher?

Feedback is expected.

The meeting's overall message was:

“Do not interpret every correction as evidence that the placement is going badly.”

Instead ask:

“What specifically would you like me to change?”

Then demonstrate the change.

The university is looking for growth and professional responsiveness, not perfection on day one.

41. What if I disagree with the feedback?

Respond professionally.

A useful approach is:

“Thank you for the feedback. I want to make sure I understand it. Could you give me an example of what you would like to see instead?”

If a serious discrepancy continues, document the issue factually and contact the Foundations instructor. Avoid turning it into a personal argument.

42. Communication chain when there is a problem

A useful general sequence is:

Classroom issue → Associate Teacher, where appropriate

Practicum/course issue → Foundations instructor

Placement assignment/logistical issue → Placement Office

Board employment/onboarding issue → Board/HR according to instructions

Serious professional/safety issue → Contact university support promptly

43. Check email regularly

A major message from the meeting was:

Do not depend on classmates to tell you important placement information.

Check:

• Ontario Tech email;

• InPlace;

• board communications.

Important deadlines and changes may arrive there.

44. Do not over-message staff

Communication should be professional and clear.

Rather than sending five separate emails:

collect your questions and send one organized message when possible.

However, urgent issues should still be reported promptly.

45. Strike or major labour disruption

The earlier placement Q&A also discussed this.

The important message was:

“Do not independently decide what practicum should look like during a strike or labour disruption.”

The impact can depend on:

• board;

• union;

• type of labour action;

• timing;

• duration;

• placement circumstances.

The Faculty/placement office will issue directions if this occurs.

46. Do not independently cross or alter labour-action arrangements

If labour action affects your placement:

wait for official Ontario Tech instructions.

Do not independently decide to:

• attend;

• stop attending;

• relocate;

• create another placement;

• make up days elsewhere.

The Faculty needs to determine the appropriate response.

47. The university will consider program completion

The meeting indicated that if a major system-wide disruption occurs, the university will consider teacher candidates' practicum and program-completion requirements when determining the response.

That does not mean requirements automatically disappear.

It means the Faculty would create a response appropriate to the circumstances.

48. The biggest overall message from the entire Q&A

All of these questions repeatedly came back to the same principles:

Be proactive.

Check your information.

Communicate early.

Do not make assumptions.

Treat practicum as professional employment.

Ask when you are unsure.

Maintain confidentiality.

Act on feedback.

Keep your documents organized.

Build a strong relationship with your Associate Teacher.

And perhaps the most important practical rule is:

If something unusual happens during placement, do not wait until the end to tell the university.

Your condensed practicum decision guide

Situation: What you should do

Placement information missingCheck InPlace/email → contact placement office if necessary

First contact with AT: Professional introductory email

Observation week: Observe actively, learn routines/students, begin assisting

Beginning teaching: Increase responsibility gradually

Unsure about teaching load: Discuss with AT + Foundations instructor

AT absent: Still report/attend unless officially instructed otherwise

You are sick: Notify required contacts immediately

Missed practicum day: Follow approved make-up process

Major placement concern: Report early to Foundations instructor

Feedback is unclear: Ask AT for specific examples

Serious concerns continue: Contact university

VSC question: Follow your specific board's procedure

Health/safety requirement: Complete board requirements and keep proof

FE Binder problem: Check login/account → contact instructor if unresolved

Transitional Certificate: May permit up to 5 approved paid days in final practicum

Paid days: Must fit appropriate division/teachable requirements

LTO opportunity: Must still go through board HR

Principal wants to hire youPrincipal/HR completes formal hiring process

Strike/labour action: Wait for official Faculty instructions

InPlace/email update: Read it yourself; do not rely on classmates

End of placement: Make sure reports/forms/signatures are complete