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1) Never stay if there’s only an emergency supply (not OCT-certified)

What this means

• You may remain only when a qualified OCT teacher is present and responsible for the class.

• If the assigned OCT teacher is away and the school places an emergency (unqualified) supply, you cannot stay with that class.

How to verify quickly

• Ask the office (or your associate teacher): “Is the teacher covering this class OCT-certified today?”

• On day 1, note the backup rooms (two OCT teachers you can observe if your AT is away).

If you arrive and it’s an emergency supply

1. Politely excuse yourself from the class.
   Script: “Thanks for letting me know. I’m a teacher candidate and I’m required to be with an OCT-certified teacher. I’ll check with the office to be reassigned for today.”

2. Go to the office and request reassignment to a class with an OCT teacher.
   Script: “Could I observe in another classroom with an OCT-certified teacher today?”

3. Notify your Foundations instructor (email/text) and your practicum contact (per your program’s guidance).

4. Document in your log (date/time, who you spoke with, outcome).

If no OCT class is available

• Do not remain on duty in that class; ask the office if you can observe another class/grade, do supervised prep, or be released to make up the time later (follow your program rules on make-ups).

• Inform your Foundations instructor immediately and record details.

 

2) Plan communication with your associate teacher (AT); Build a mini “comms pact” on Day 1 (or earlier by email)
Share/agree on:

• Best channels: (e.g., text for urgent day-of issues; email for planning)

• Response windows: (e.g., texts before 6:45 am for same-day absences)

• Emergency contacts: school office number; your AT’s preferred number; your Foundations instructor contact

• Absence protocol: who you notify first (AT → office → Foundations); what info to include

• If your AT is absent: which two OCT teachers you’ll join; office contact procedure

• Inclement weather: board process, arrival expectations, when to work from home (planning/meet), and who to tell

• Daily check-ins: when/where to debrief (pre-bell 8:15? after school 3:15 on Tue/Thu?)

• Boundaries: appropriate times to text; use email for non-urgent matters

 

EMAIL Templates 

Day-1 setup email (before you start)
Subject: Day-1 Communication Plan & Quick Info
Hi [AT Name],
I’m excited to start on [date]. Could we confirm our communication plan?
• Urgent/day-of: [text/phone?] by [time?]
• Non-urgent: email within [X] hours
• If you’re absent: I’ll check in at the office and join [Backup OCT #1/#2]
• Daily debrief: [time/place]
• Inclement weather plan: [brief note]
Thanks! – [Your Name], Teacher Candidate, [Program], mobile: [###-###-####]

 

Same-morning illness text
Good morning [AT], I’ve woken up ill and can’t safely attend. I’ve notified the office at [school]. I’ll send a brief plan for making up the time per program rules. – [Your Name]

AT absent message (to office)
Good morning, I’m the teacher candidate for [Class/AT]. I understand [AT] is away today. Could I observe with an OCT-certified teacher? [Backup names if known.]

 

3) Do not supervise students alone (even if the teacher “just steps out”)

Core idea

• You are not a supply or co-teacher. You cannot be the sole adult of record in the room (or on yard duty, hall duty, etc.).

Plan ahead (ask on Day 1)

• “If you need to step out, what’s the plan?”
  Options to agree on:

  • Call the office to send a hall monitor/EA to the door.

  • Have the neighbor OCT teacher pop in / have students relocate next door.

  • You step to the hall and phone the office; you do not remain alone inside.

If you suddenly find yourself alone

1. Stand at the doorway (visible to hallway/neighbor teacher).

2. Call the office immediately: “I’m a teacher candidate; I can’t supervise alone. Could someone cover or may I bring the class to [Room #] with an OCT teacher?”

3. Minimal direction only (calm voice): “Please stay seated and continue [task]. Help is on the way.”

4. Log the incident (time, duration, who covered).

 

Field trips / duties

• You may accompany daytime trips but you’re not counted as the supervising teacher.

• You don’t do independent yard/hall/bus duty. Remain with the OCT teacher or approved staff.

Pocket checklists

Emergency Supply Detected

• Confirm status (OCT or not)

• Leave that class; go to office

• Request OCT reassignment

• Notify Foundations instructor

• Log details

Day-1 Comms Pact

• Urgent vs non-urgent channels + times

• Absence chain (AT → office → Foundations)

• AT-absent backups (2 OCT rooms)

• Inclement weather expectations

• Daily debrief time/place

• Office number saved in phone

If Left Alone

• Doorway position; keep class calm

• Call office for coverage/relocation

• Do not assume legal supervision

• Log the incident (time, location, who and duration)

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🌟 Building Relationships with Your Associate Teacher

1. First-Day Conversation (Expectation Setting)

Scenario: You meet your AT for the first time. You want to clarify how you’ll work together without sounding demanding.

Script Example:

“I’m really looking forward to learning from you. Could we talk through your expectations for how we’ll communicate and meet during practicum? For example: when would be a good time for us to check in daily — before school, after school, or during prep time?”

Why this works:

• Shows initiative and professionalism.

• Respects the AT’s time and routines.

• Signals you want to fit into their system.

2. Daily Debrief Planning

Scenario: Your AT has a busy schedule and may not always be available after school.

Script Options:

• “Would you prefer a quick five-minute check-in at the end of the day, or should we set aside a longer conversation once or twice a week?”

• “If after-school doesn’t work, maybe we could use a prep block for feedback and planning?”

Example AT Responses:

• “I leave quickly after school for childcare, so mornings work best for me. Can you arrive by 8:15 to chat?”

• “I’d prefer a longer meeting on Fridays to reflect on the week and plan ahead, then just quick daily check-ins otherwise.”

3. Feedback Expectations

Scenario: You want to make sure you get daily feedback without sounding critical of the AT’s style.

Script Example:

“Part of my program requires me to gather daily feedback. Could we set up a system that works for you — maybe a short written note, a quick chat, or even email if that’s easier?”

Why this works:

• You acknowledge the requirement is program-based (not just your preference).

• You give your AT flexibility in how they provide it.

4. Conflict Prevention Through Early Clarity

Scenario: You’re worried about differing expectations (e.g., teaching load, supervision).

Script Example:

“I know practicum is progressive, and in the first block I should be teaching about 50% of the day. Could we talk through how you’d like me to gradually take that on?”

Possible AT Response:

• “Yes, I’ll start you with one subject this week, then add another after the weekend.”

• “I like you to co-teach with me first, then lead independently once you’re confident.”

5. When Schedules Clash

Scenario: AT wants to meet after school, but you have a family or work obligation one day a week.

Respectful Script:

“I want to make sure I respect your time and also meet program expectations. On most days, I can absolutely stay after school. On [day], I have a commitment at 4:30. Would it work if we shift our debrief that day to the morning or to the next day?”

Why this works:

• Shows flexibility (you’re not refusing outright).

• Keeps the relationship cooperative instead of confrontational.

6. Showing Gratitude (Relationship Maintenance)

Scenario: AT spends extra time guiding you through a lesson plan.

Script Example:

“Thanks for taking the time to walk me through that. I really appreciate how you explained your process. I’ll apply that when planning my next lesson.”

Why this works:

• Reinforces positive mentoring behaviors.

• Keeps relationship warm and respectful.

🔑 Quick Do’s & Don’ts

✅ Do:

• Ask questions about their preferences.

• Offer flexible options (“Would mornings or after school work better?”).

• Show gratitude regularly.

❌ Don’t:

• Assume your AT has unlimited time.

• Push your own preferred schedule without asking.

• Wait until a problem arises to clarify expectations.

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🎭 Role-Play Guide: Building Relationships with Your Associate Teacher

Scenario 1: Setting Meeting Expectations

AT says:
“I usually like to debrief after school, around 3:30. That’s when I’m free.”

You could reply:
“Thank you — that works most days. On [day], I have a family commitment at 4:30, so could we meet in the morning or the next day instead? I want to make sure I still get your feedback.”

Why this works:

• Shows respect for their system.

• Proposes an alternative instead of rejecting outright.

Scenario 2: Feedback Style

AT says:
“I don’t have time for long write-ups, so I’ll just tell you quickly at the end of the day.”

You could reply:
“That’s perfect. I’ll jot quick notes so I don’t miss anything. If something urgent comes up during the day, do you prefer I check in at lunch or after class?”

Why this works:

• Adapts to AT’s preference.

• Shows you’ll take responsibility for recording the feedback.

Scenario 3: Progressive Teaching Load

AT says:
“I want you to take over math right away and then add language arts next week.”

You could reply:
“Sounds good. Would you like me to co-teach with you on the first couple of math lessons, or lead independently right away?”

Why this works:

• Clarifies expectations.

• Shows willingness without overpromising.

Scenario 4: Supervision Boundaries

AT says:
“I might step out to the office quickly — can you just watch the class for five minutes?”

You could reply:
“I understand, but I’ve been instructed not to supervise alone. Could we arrange that another OCT teacher covers, or that students step next door if you need to leave?”

Why this works:

• Firm on policy, but polite.

• Protects you legally and professionally.

Scenario 5: Emergency Absence

AT says (by text at 6:45am):
“I’m sick today. You’ll have an emergency supply in the room.”

You could reply:
“Thanks for letting me know. Since I need to be with an OCT-certified teacher, I’ll check in at the office and join another class today. I’ll also let my Foundations instructor know.”

Why this works:

• Shows you know the rules.

• Keeps communication transparent.

Scenario 6: Extra Responsibilities

AT says:
“I coach volleyball after school — do you want to help out?”

You could reply:
“I’d love to join! I’ll check my schedule but that sounds like a great way to connect with students. Are there specific duties you’d like me to take on?”

—or, if you can’t commit—
“I really appreciate the invite. I can’t stay after school on most days, but if there’s a practice during the school day or a one-off event, I’d be happy to help then.”

Why this works:

• Either option keeps the relationship positive.

• Shows enthusiasm while being honest about availability.

Scenario 7: Tough Feedback

AT says:
“Your classroom management was weak today. Students were off-task.”

You could reply:
“Thanks for pointing that out. Could you give me an example of what I might have said or done differently? I’d like to try your strategy tomorrow.”

Why this works:

• Accepts feedback without defensiveness.

• Turns criticism into a learning opportunity.

🔑 Quick Practice Tips

• Rehearse aloud — practice calm, professional tone.

• Have fallback phrases:

  • “Could you clarify what works best for you?”

  • “Would it help if I…?”

  • “I want to make sure I meet expectations.”

• End positively: thank them, show you’re listening.

Would you like me to bundle these scenarios into another PDF handout (like a “Role-Play Pocket Guide”) so you can practice before practicum?