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some consistency in schedules.... going 8am - 8pm is ridiculous, and only happens because certain professors can only work in the evening and then other classes are first thing in the morning

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While the many facets of educational theory (which is what I feel is emphasized in our courses) is interesting, I feel that the BEd shouldn’t really be classified as a professional training program. It is moreso a program ABOUT education. I found that about 65-70% of what I was taught in the program was not useful in practicum, and based on an idealistic idea of the classroom. When thrust into the realities of the teaching profession, I found that we were being taught how things “could be” in a classroom full of well-behaved, eager-to-learn students. Not to mention, how we “could teach” if we were able to work 90 hours a week.
On the other hand there has been some “worst case scenarios” presented in order to  maybe keep our expectations in check... the digital tattoo and professionalism talks for example. These felt like scare tactics (and I have had discussions with others perplexed as to their purpose and wondering why we are being discouraged from the profession).
I found it useful to define my teaching philosophy and to explore an inquiry, giving further purpose to my becoming a teacher. I have also had some really nice experiences in the program, found comraderie among many of my peers and learned some interesting educational theory; however, I can’t deny that I am continually disappointed. The practicum is where I feel I have done my real learning, especially as I am lucky to be supported by wonderful SAs.

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Just general poor coordination. Assessment class was not designed with what we would actually be doing on practicum.  For example we discussed summative assessment towards the end of January, but we're all taught to use backwards design so the information came way to late to actually be integrated.  If we had started off with Summative Assessment we could have actually used it in our Practicum Planning.  Formative assessment is a lot easier to slot in after the larger pieces have been planned.

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wondering why a feedback call is coming mid-Spring 

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wondering why a feedback call is coming mid-Spring 

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instead of at the end of Term 2 or midpoint of practicum?

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2 hour assessment lecture was completely useless.

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I am concerned with few of my TC friends' SAs. Some of them really not into helping TC become a better teacher but instead they just consider this practicum as just extra off days. Also doing "volun-told" after school events.
Is there any "screening" process happening? I feel like TCs are just a bit too vulnerable against their SAs.

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Instead of writing papers other assignments like lessons planning and unit planning or assessment making for the practicum would be way better. All assignments should contribute to practicum preparation..

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Are there even standards and expectations for them? It seems like they are given free range to how they want to go about it all. Everyone has such a different practicum experience in terms of work load and support depending on their advisors. Shouldn’t all Advisors be on the same page, be given responsibilities and expectations?? Is there anyone “supervising” the supervisors? Teacher Candidates should be able to give feedback and evaluation for their advisors to the TEO and hopefully the feedback would be considered for when accepting advisors for the following year.

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It seems like a sudden dive into the long practicum. Returning with a one week observation period before begining the 10 weeks of teaching would be less stressful and a better way to ease into the classroom.

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It was two weeks long but in the Richmond Disctrict, there was no school on the Monday, and no school the second week on the Friday. This made an 8 day short practicum for “observation”. I observed two days and had to teach on the third. A full two weeks, in class observation (10 days) should be ensured?

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I think practicum might be more helpful if we had a teaching segment in the fall and a further teaching segment following most of our courses. I understand that trying to fit a two-year program into one year makes this difficult, but a lot of the material we learn is difficult to engage with properly until after we've taught for a larger portion of time.

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The acting/role playing activity on the last day of class was completely unrelated to assessment and not useful.

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What about learning to make our own assessments that we can apply to our classes we will be teaching? For languages, the assessment course gave nothing for the practicum (a lot of tests useful to certain classes only).

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Why is it a thing?

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Why is it only a month long?