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Field Experience

About our program

I do not feel prepared to be a partner teacher, but I am interested in mentoring a pre-service teacher. What are my options?

Our pre-service teachers learn the most from teachers who are engaged in career-long learning, curious and thoughtful about their own practice.

Ambrose pre-service teachers complete 3 Field Experience Rotations. 

  • FE 500 observation round takes place Wednesdays for the duration of semester 1, September to December
  • FE 600 round is a 5-week introduction to teaching and learning beginning January to early February
  • FE 700 is a 10-week practicum requiring evidence of program design and lesson planning for effective teaching. The practicum is 5 weeks in September continuing in January and February for the final 6 weeks. Pre-service teachers visit partner schools bi-weekly Thursdays or Fridays from October to December.

What are the pre-service teacher demographics at Ambrose University?

Our pre-service teachers are accepted into the Bachelor of Education After Degree program after completing an interview with Ambrose University School of Education faculty. This meeting is used, along with application documents, to determine candidate commitment and preparation for a rigorous, student-centered teacher preparation program. Many Ambrose University pre-service teachers have experience in a previous career and bring a set of skills and interests that enhance what they have to offer students in the classroom. We have graduated a former engineer, a concert pianist, social workers, scientists, education assistants and small business owners, to name a few.

  • Our pre-service teachers tend to be mature students – our average cohort age ranges between 27-33 years of age.
  • We often accept graduates from programs such as Behaviour and Health Sciences, Social Work/Counselling, and BA, Humanities.

Is the Ambrose Bachelor of Education focused on Christian Education?

We are committed to preparing our pre-service teachers for public schools who are inclusive of all students. Our own student body is diverse in faith, education experiences, career expertise, life experience and demographics. Some Ambrose University pre-service teachers do hope to teach in faith-based schools, while others are focused on teaching students with exceptionalities, new-comers and refugees and second language learners, in rural and urban settings. 

Field Experience

Where can I locate the Field Experience Documents?

The Field Experience Documents for FE600 and FE700 can be accessed through the Field Experience Documents link 

Why do the pre-service teachers return to campus for Seminars during their FE600 and FE700 placements?

All pre-service teachers (PSTs) in Alberta teacher preparation programs are required to participate in a course to supplement their learning in the field.

The Field Experience (FE) Seminar:

  • provides PSTs an opportunity to share their experiences with cohort peers, explore a variety of strategies, share differing school philosophies while learning from each other and leaning on one another for support.
  • provides a collaborative space to further PST planning, assessment and instructional design considerations.
  • offers a space to connect for those who are the sole PST in a field experience setting.

These conversations extend pre-service teacher's understanding of the complexity and diversity of philosophies and programs in Alberta which is invaluable as they enter the workforce.

What are the significant differences between the 4-week and 10-week placements?

The 5 week FE 600 placement focuses on understanding the various decisions teachers make to meet learner needs. Pre-service teachers require opportunities to observe students in classrooms, develop strategies for managing student engagement and connect learning to outcomes in effective and authentic ways.

  • The pre-service teachers (PSTs) explore how teachers introduce, deliver, assess and design learning experiences and how those decisions influence how students practice, process and demonstrate their learning.
  • PSTs focus on the practical development of teaching strategies for diverse learners and managing expectations of student behaviour to ensure learning is occurring through building relationships and understanding student needs.
  • At this point in the program, PSTs have received an introduction to Curriculum Development along with Learning Theory and Application. PSTs will continue to develop an understanding of design for complex learner needs between FE600 and FE700 with expectations of task design/lesson planning aligned appropriately.

The 10- week  FE700 placement focuses on instructional design through the integration of student learning, teaching strategies, assessment practices, classroom management techniques and fostering relationships with students.

  • This field experience requires the pre-service teacher to take on the role of the teacher as designer, creating unit plans that progress through learning activities to meet student learning needs.
  • During the fall semester (October-December) PSTs are enrolled in an understanding of Learning Theory and Application course, during which they explore Executive Functions and application of theories of literacy and numeracy. Course content explores differentiation and learning models to support Alberta Education outcomes

Why is the 10-week Field Experience 700 split into two sections (5 weeks in September and 6 weeks in January/February)?

  1. Our pre-service teachers expressed a desire to be in schools more frequently, with less time between field experiences. In response to this feedback, as well as suggestions for pre-service teachers to experience classroom set up in September, the Ambrose University BEd program is intentionally designed to provide field experiences in each of the four semesters.
  2. During the 10-week field experience, pre-service teachers participate in September set up and the establishment of routines and classroom culture, assess student learning for benchmarks and map a year plan.
  3. To maintain relationships with the students, the partner teacher and the school, pre-service teachers return to the classroom alternating Thursdays or Fridays from October through December. This provides a real connection between the fall and winter placements as well as an opportunity to connect coursework to the field. When Ambrose University pre-service teachers return for their final 6-week block in January, daily routines, student needs, student academic progress and how to assess and communicate learning are all familiar. This supports increased pre-service teacher responsibility for planning, instruction and assessment. 


Is a pre-service teacher expected to follow my lesson plans?

Competency development in FE600 requires pre-service teachers to co-plan and co-teach learning tasks with their partner teacher. Prior to FE600, our pre-service teachers have created numerous theoretical lesson plans, but lack the context to implement them. To develop an effective task design, pre-service teachers require experience observing and understanding the complexities of the classroom. Ambrose University BEd program provides a checklist of required components for planning to be developed over time, however the selected framework used is flexible. We strongly encourage partner teachers to support PSTs in initiating and integrating their own ideas to provide authentic opportunities for reflection. 

Competency achievement in FE700 requires pre-service teachers to independently design learning tasks with consideration of the complexities of learning and instruction. While pre-service teachers are required to demonstrate specific components of planning (differentiation, feedback opportunities and experiences, instructional design, student organization, outcomes, etc.), PSTs are encouraged to find and use a framework best suited to their planning style. Pre-service teachers are provided an opportunity to begin to develop their own identity, strategies, and resources consistent with meeting student learning needs and the Alberta Education TQS. 

What does inquiry mean at Ambrose University?

We take up inquiry as fostering student curiosity and engagement in learning. We understand that inquiry can take place in a variety of ways and within different school philosophies.

Evaluations and Resources

Where can I access the evaluation documents?

All Field Experience documents can be accessed through this link.

What is the time commitment for the evaluation?

  • Pre-service teacher evaluation consists of a midpoint assessment and a final evaluation narrative tied to the pre-service teacher's demonstration of the TQS competencies. 

Who is the final evaluation intended for?

The final evaluation narrative is used by hiring personnel  The final evaluation communicates the competency level demonstrated by the pre-service teacher at the completion of the field experience. This structure introduces PSTs to the supervision and evaluation cycle required of practicing teachers in the profession.

Is there a process for Notification of Concern?

Ambrose University BEd program has a process in place to address concerns about the preparedness or professionalism of a pre-service teacher. In order to ensure appropriate action, it is important to notify the School of Education Director of Field Experience as early in the practicum as possible. The university consultant supports the partner teacher and pre-service teacher in developing a TPGP which includes goals, strategies and a timeline for achievement. A review of the growth plan is completed weekly and if there is a lack of significant improvement and growth, withdrawal or termination of the placement may be recommended. The university consultant is highly visible throughout the process to ensure a partner teacher is not unduly burdened. If there are significant and immediate concerns related to student safety, Ambrose University School of Education will terminate the field experience immediately.

Notification of Concern or Withdraw

For more information please email

Thank you for your interest in pre-service teacher education at Ambrose University.