New Ottawa Provider for Principal’s Qualification Program

The College’s Accreditation Committee has approved the partnership of l’Association des directions et directions adjointes des écoles franco-ontariennes, Catholic Principals’ Council of Ontario and Ontario Principals’ Council to offer the Principal’s Qualification Program Part I and Part II in Ottawa in 2000-2001.

"We are pleased by the quality of the proposal put forward by the partnership and their willingness to work with us during the PQP renewal stage," said Accredi-tation Committee Chair Larry Capstick. "At a time when Ontario’s education system is facing a leadership crunch and going through substantial changes, the PQP program is crucial to ensure that principals and vice-principals receive the best program possible to lead our schools."

The PQP, Part I course is offered in Ottawa from September to December and Part II is offered from February to May. For more information, visit the College’s web site.

Larry Capstick Appointed Chair of Accreditation Committee

Larry Capstick was appointed Chair of the College’s Accreditation Committee at the last Council meeting in June. Capstick has been vice-chair of the committee since 1997.

"Larry has been on the committee since its beginnings and has participated in the accreditation reviews of the pre-service programs at Queen’s University, Lakehead University and the University of Windsor," said Council Chair Donna Marie Kennedy. "He understands the complexity and importance of the committee’s mandate to ensure that pre-service and in-service programs give students the rigorous education they need to succeed as teachers."

"Council would like to thank Cecilia Reynolds for her dedication and leadership as chair of the committee and is delighted that she will stay on as vice-chair."

The Accreditation Committee recently completed a three-year pilot project that reviewed the pre-service programs of all the faculties of education in Ontario. The project led to the development of a new accreditation regulation, which was submitted to the government for approval on March 14.

College of Teachers Accredits Four Faculties of Education in Spring 2000 Review

The Accreditation Committee has made accreditation awards to Lakehead University, Ontario Institute for Studies in Education of the University of Toronto, The University of Western Ontario and Brock University.

The pilot phase of the College’s accreditation process has ended with accreditation awards to four teacher education programs at Ontario universities. The committee is publishing summaries of the accreditation reports and the complete recommendations to the faculties in the Blue Pages and on the College web site.

Committee panels reviewed the pre-service programs at Lakehead University, the Ontario Institute for Studies in Education of the University of Toronto (OISE/UT), The University of Western Ontario and Brock University, as well as the new Master of Teaching program at OISE/UT.

Committee panels visited each site and interviewed senior administrative officials at the universities, the deans of the faculties of education, faculty members, associate teachers, teacher candidates, advisory bodies, alumni and others connected to the pre-service programs.

The panels examined volumes of materials that the College had requested of the faculties and many examples of teacher candidates’ work on display in the various exhibits rooms. The College also invited members of the profession and the public to comment on the teacher education programs under review.

The programs had to demonstrate that they were meeting all regulatory requirements in such areas as methods and foundations courses, divisional studies and the details of their practicum. As well, the programs had to show that they reflected the Standards of Practice for the Teaching Profession. Because the College is the professional self-regulatory body for the teaching profession in Ontario, the standards of practice provide the foundation for the accreditation of pre-service programs.

Next year, the College will begin its regular cycle of accreditation reviews with the review of the pre-service program at Laurentian University.

LAKEHEAD UNIVERISTY

Lakehead University underwent an accreditation review March 5-9, 2000. A request for reconsideration of the Accreditation Committee's decision has been received by the College from Lakehead University. Details of the review will be published following the reconsideration scheduled to take place October 12-13, 2000.

ONTARIO INSTITUTE FOR STUDIES IN EDUCATION OF THE UNIVERSITY OF TORONTO

Initial Accreditation – Pre-Service Teacher Education Program

ACCREDITATION PANEL
Douglas Carter Council Member

Renée Meloche College Member

Larry Mongeon Council Member

Len Popp OISE/UT Nominee

Frances Thorne Council Member

Rick Chambers Program Officer

AWARD
The decision of the Accreditation Committee at its June 15-16, 2000 meeting was:

That the Chair of the Accreditation Committee, in accordance with clause 5.03(h) of the Bylaws of the Ontario College of Teachers, direct the Registrar to award the status of ‘initial accreditation granted’ for four years to the Ontario Institute for Studies in Education of the University of Toronto one-year consecutive Bachelor of Education pre-service teacher education program and the two-year Master of Arts in Child Study and Education pre-service teacher education program.

INTRODUCTION
The Ontario Institute for Studies in Education of the University of Toronto (OISE/UT) offers a 10-month consecutive pre-service program that includes a six-week unevaluated internship. OISE/UT’s Institute of Child Study (ICS) offers a two-year Master of Arts program.

In 1999-2000, 1,044 teacher candidates were enrolled in the 10-month pre-service program; the ICS program enrolled 80 teacher candidates. Fifty full-time tenured and tenure-stream faculty and 96 contract and seconded instructors delivered these programs.

OBSERVATIONS
With the Greater Toronto Area (GTA) district school boards as partners, the program prepared teacher candidates for diverse classroom experiences, including teaching in Catholic schools. Teacher candidates in the primary, junior and intermediate divisions were given choices of seven geographic areas within the GTA for practicum experiences and some course delivery.

Responsiveness to change was a feature of the pre-service program. A new course this year, the Teacher Education Seminar, supported teacher candidates’ learning experiences. At the ICS in particular, the panel found evidence of the integration of learning and curriculum and of theory informing practice. Teacher candidates were ably prepared in collaborative learning strategies and the importance of communication with parents. One secondary alternate program, Community and Global Connections, stressed the importance of outreach to community. Candidates had studied how to use EQAO results for school improvement in some courses.

Teacher candidates felt confident about their preparation to modify programs for students with special needs, their knowledge of Ontario curriculum and their understanding of the Standards of Practice for the Teaching Profession.

OISE/UT was consolidating its resources and planned to phase out the former Faculty of Education building. This would lead to inadequate accommodations for physical education, technological studies, science and visual arts.

Even though classroom management was featured in some courses, associate teachers reported this was still a major challenge for teacher candidates.

The program requires approximately 2,500 associate teachers. A few practicum supervisors were not teachers. The faculty’s handbook provided clear practicum assessment guidelines but teacher candidates and associate teachers reported that intervention from the practicum office, when needed, was inconsistent. Teacher candidates and associate teachers both complained that candidates were often completing assignments for course work when they should have been focusing on practicum responsibilities.

The issue of grade inflation was raised with faculty members because substantial portions of evaluation schemes relied on attendance and participation.

OISE/UT, recognized for its research and academics, emphasized research in most courses. The ICS was a model of research into practice involving parents, associate teachers, teacher candidates, children and faculty. It was emphasized that teacher candidates should be both consumers and producers of research. Teacher candidates had requested access to their work in databases after graduation.

In this first year of the internship, advertised as a six-week opportunity to reflect on their year’s preparation for teaching in an atmosphere free from the pressure of evaluation, teacher candidates’ views of the idea were mixed. Some felt it was a period of free work, while others were looking forward to working in schools. A study of the internship was planned.

RECOMMENDATIONS

Standard: Commitment to Students and Student Learning
It is recommended that:

  • the Ontario Institute for Studies in Education of the University of Toronto (OISE/UT) encourage Student Services to continue programs which promote an understanding of diversity, and in particular, the English as a Second Language workshops
  • OISE/UT clarify and ensure opportunities for religious education instruction in the primary/junior program offerings
  • given the emphasis on experience profiles in the admissions process, OISE/UT explore mechanisms in program delivery to capitalize on teacher candidates’ prior learning experiences
  • OISE/UT faculty in concert with the OISE/UT Registrar address teacher shortage needs in specific subject areas when considering admissions criteria
  • to promote reflection and meaningful discussion, OISE/ UT limit the size of the Teacher Education Seminar classes
  • OISE/UT put in place mechanisms to ensure consistency and quality control of program delivery across the options
  • OISE/UT ensure that all program offerings adhere to program and course descriptions
  • the Dean’s Advisory Team articulate the needs for facilities at 252 Bloor Street West, and develop an action plan to meet all program requirements to take effect before the end of the merger agreement in 2006
  • OISE/UT, in collaboration with the senior administration of the University of Toronto, ensure that financial resources are allocated to upgrade the facilities at the OISE/UT building at 252 Bloor Street West
  • OISE/UT review strategic plans to identify and address facilities needs at 252 Bloor Street West after the phasing out of facilities at 371 Bloor Street West, with particular attention paid to science laboratories, gymnasiums, visual art facilities and technological studies
  • OISE/UT closely examine the implications on teacher candidates of extending the school year, especially in terms of the internship, and to make provisions where necessary to assist teacher candidates financially as an obligation of program change and redesign.

Standard: Professional Knowledge
It is recommended that:

  • the Registrar of the Ontario College of Teachers review the granting of additional qualifications as part of a pre-service certification program as in the Master of Arts in Child Study and Education
  • the Ontario Institute for Studies in Education of the University of Toronto (OISE/UT) provide details in the course calendar about the intermediate and senior science teachables offered in the pre-service program
  • OISE/UT be commended for its focus on the Standards of Practice for the Teaching Profession as a description of what it means to be a teacher in Ontario
  • OISE/UT continue to encourage the quality of programs at the Institute of Child Study, especially in terms of linking research, theory and practice
  • OISE/UT ensure that similar approaches regarding research, theory and practice as those of the ICS program are replicated in the other primary/junior pre-service options
  • OISE/UT recognize and build on teacher candidates’ prior learning when developing curriculum and instruction courses
  • OISE/UT reconsider four-hour class sessions and schedule classes to reflect principles of adult learning and best practice
  • OISE/UT extend to all intermediate/senior teacher candidates the range of experiences similar to those of the Community and Global Connections alternate secondary program
  • the program description for the ICS Master of Arts in Child Study and Education clarify the knowledge of the acts and regulations respecting education in Ontario as part of course content.

Standard: Teaching Practice
It is recommended that:

  • the Ontario Institute for Studies in Education of the University of Toronto (OISE/UT) continue to strengthen and systematize its support for associate teachers through school administration, school board and faculty collaboration
  • OISE/UT initiate a mechanism to recognize the contributions of associate teachers in a substantive manner including professional development and leadership opportunities and experiences
  • OISE/UT extend the capabilities and use of the Knowl-edge Forum to all program options and practicum sites
  • OISE/UT devise a process to encourage and sustain effective associate teachers using feedback from stakeholders including teacher candidates
  • OISE/UT add a component to the internship which will make it a meaningful, focused, cumulative experience for teacher candidates
  • OISE/UT clarify the focus and emphasis of the School and Society and Teacher Education Seminar courses to avoid redundancy
  • OISE/UT institute measures to ensure the quality in delivery of program offerings across the primary/junior options and in the intermediate/senior division including support for associate teachers
  • OISE/UT reconsider the number and nature of assignments for teacher candidates during the practicum placements, and restrict assignments to those which require the practicum for their completion
  • OISE/UT work toward a model of having certified teachers supervise all aspects of the practicum
  • OISE/UT continue to explore faculty workload issues to ensure balance resulting from the 1996 merger of Ontario Institute for Studies in Education and the Faculty of Education of the University of Toronto
  • OISE/UT ensure regular and adequate supervision of teacher candidates in practicum placements and support for associate teachers
  • OISE/UT proceed with the establishment of a practicum advisory committee to address issues arising from practicum placements and interaction between teacher candidates and associate teachers
  • OISE/UT put in place course evaluation procedures based on a combination of absolute achievement and relative performance that obviate the need for assignment of grades on the basis of attendance and participation.

Standard: Leadership and Community
It is recommended that:

  • Student Services be supported and encouraged to continue their professional development opportunities for teacher candidates
  • the faculty of the Ontario Institute for Studies in Education of the University of Toronto apply its educational research through the pre-service program to infuse the results of the research into classroom practice.

Standard: Ongoing Professional Learning
It is recommended that:

  • the Ontario Institute for Studies in Education of the University of Toronto (OISE/UT) work with the alumni association to provide continuing access to databases to enable graduates to continue their lifelong learning
  • OISE/UT encourage the alumni association to continue to expand its focus to include pre-service program graduates
  • OISE/UT continue to provide a variety of job-imbedded learning opportunities in the primary/junior options
  • OISE/UT clarify the goals of the internship for teacher candidates and facilitate the ease of involvement of teacher candidates in this component of the program.

THE UNIVERSITY OF WESTERN ONTARIO

Initial Accreditation Report – Pre-service Teacher Education Program

ACCREDITATION PANEL
Ross Haley College Member

Cecilia Reynolds Council Member

John Slade Council Member

Clarice West-Hobbs Council Member

Beth Young University Nominee

Daphne Changoo Program Officer

AWARD
The decision of the Accreditation Committee at its June 15-16, 2000 meeting was:

That the Chair of the Accreditation Committee, in accordance with clause 5.03(h) of the Bylaws of the Ontario College of Teachers, direct the Registrar to award the status of ‘initial accreditation granted’ for four years to The University of Western Ontario for its consecutive pre-service teacher education programs.

INTRODUCTION
The University of Western Ontario offers a one-year consecutive Bachelor of Education degree program. Technological education candidates without an undergraduate degree receive a Diploma of Education.

In 1999-2000, 787 candidates were enrolled in the program. Staff included 37 tenured or tenure-track faculty, 48 part-time instructors, six secondees, three graduate teaching assistants and seven adjunct professors.

OBSERVATIONS
A revised program, introduced in September 1999, used an integrated approach to embed the Standards of Practice for the Teaching Profession in all components of the program. Other changes included a new practicum model and a requirement that candidates take a special education course.

The university was committed to providing capital funds for technology. There was a ratio of one computer to every nine candidates and candidates had access to various aids to develop resources for student education. Questions were raised about the accessibility of technological resources.

Despite an awareness of equity issues, the faculty did not appear to have developed recruitment strategies to attract visible minorities as teacher candidates or as faculty members. Nor were candidates with disabilities being actively recruited, although there was evidence of successful efforts to meet their needs. The demographic characteristics of teacher candidates indicate some gender imbalance.

Teacher candidates were knowledgeable in subject matter and related provincial curricula. However, more attention to practical aspects such as modifications for students with special needs, lesson planning, assessment, evaluation and reporting was needed. Although some course instructors were inconsistent in informing candidates about a wide variety of assessment and evaluation strategies, most candidates used such strategies in practicum placements.

Faculty members drew on and contributed to a range of educational research that informed policy and practice and modelled reflective professional practice. Teacher candidates were developing a critical stance towards their own teaching practice.

Teacher candidates needed more preparation to teach in Catholic schools. Although one-third of candidates were enrolled in the course, Religious Education was offered only as a .25 elective credit and not as a teachable subject.

Through the Aboriginal Access Program, the number of aboriginal teacher candidates in the pre-service program had increased. However, Native studies was not yet available as a teaching option.

The panel noted that some candidates in the program were recommended for the Additional Qualification (AQ) French as a Second Language Part I.

The learning needs of some teacher candidates could not be met, given the constraints of school contexts. For example, secondary placements in some specializations were not available.

Teacher candidates and graduates were committed to continued professional learning and demonstrated their understanding that teacher learning is directly related to student learning. By meeting regularly with teacher candidates and associate teachers in their schools, faculty advisors demonstrated that effective professional learning is contextual.

There were no records of the activities of the Professional Liaison Committee and it was evident that this advisory opportunity had not been fully utilized. There were limited partnerships with other organizations and few were formalized by written agreements.

Numerous avenues existed for individual candidates to voice their concerns. However, there was no consistent protocol for dealing with some ongoing student issues.

RECOMMENDATIONS

Standard: Commitment to Students and Student Learning
It is recommended that:

  • the faculty develop a plan to actively recruit visible minorities and people with disabilities as pre-service candidates
  • as opportunities for staff renewal present themselves, the faculty further complement staff diversity in such areas as race and gender
  • the Faculty of Education examine the issue of gender imbalance with respect to teacher candidates in the enrolment of the pre-service consecutive teacher education programs.

Standard: Professional Knowledge
It is recommended that:

  • in order to prepare teacher candidates for Ontario’s publicly funded systems, the Faculty of Education offer, as soon as possible, the opportunity for teacher candidates to obtain one full credit in religious education as a teaching subject
  • the dean work with the Ontario College of Teachers to ensure that the FSL component of the pre-service program complies with the College requirements regarding the sequencing of courses for the BEd degree and the Additional Qualification course, FSL Part I.

Standard: Teaching Practice
It is recommended that:

  • the faculty make provisions for a wider range of practicum placements so that teacher candidates have increased opportunities to experience a broad range of classroom settings and educational organizations, including non-traditional environments
  • in keeping with provincial curriculum and assessment initiatives such as the EQAO testing, a variety of assessment techniques be embedded throughout all programs and be modelled by all instructors.

Standard: Leadership and Community
It is recommended that:

  • the Professional Liaison Advisory Committee formalize and expand their advisory role to the Faculty of Education
  • partnerships, including formal agreements, be researched and developed through the Professional Liaison Advisory Committee, with Colleges of Applied Arts and Technology, business, school boards and other organizations
  • the dean, associate dean and the executive of the Education Students’ Council explore ways to improve the student council’s ability to fulfil its mandate with regard to items 6 and 7 of their objectives, namely

6) to create opportunities for students to effect change in their academic environment

7) to provide a means by which students can freely challenge, improve, or initiate desirable changes in their environment.

Standard: Ongoing Professional Learning
The panel had no recommendations in this section.

BROCK UNIVERSITY

Initial Accreditation Report – Pre-Service Teacher Education Program

ACCREDITATION PANEL
Laurie Walker University Nominee

Donna Marie Kennedy Council Member

Stephen Chase College Member

Larry Mongeon Council Member

Frances Thorne Council Member

Lise Presseault Senior Program Officer

AWARD
The decision of the Accreditation Committee at its June 15-16, 2000 meeting was:

That the Chair of the Accreditation Committee, in accordance with clause 5.03(h) of the Bylaws of the Ontario College of Teachers, direct the Registrar to award the status of ‘initial accreditation granted’ for four years to the concurrent and consecutive pre-service teacher education programs at Brock University.

INTRODUCTION
Brock University provides both consecutive and concurrent programs at the satellite Briarwood campus in Hamilton and at the main campus in St. Catharines.

In 1999-2000, 302 teacher candidates were enrolled at the Briarwood site and 255 at the main campus. The programs are supported by 20 full-time tenured faculty, three full-time non-tenure contract instructors and 82 part-time contract and seconded instructors.

OBSERVATIONS
The conceptual model is described as having three parts: the acquisition of knowledge in the foundations and curriculum courses, observations and application in the classroom followed by reflection on the new learning within a counselling group structure, and microteaching activities in the teaching centres.

Admission requirements promote the selection of candidates who know the subject matter for which they are preparing to teach. The pre-service program has 20 weeks of in-faculty work (5.5 credits), which includes 15 days of observation and teaching in teaching centres and 11 to 12 weeks of practicum experience in the teaching centres.

The program requires teamwork and commitment among faculty members in supporting teacher candidate learning within the counselling group structure. This structure is pivotal to the program, as it provides time and space for a group of 25 to 35 teacher candidates to internalize their knowledge through reflection, sharing, co-operation and support for one another throughout the year. The counselling groups are associated with several schools in a district school board which act as teaching centres where teacher candidates acquire professional knowledge and confidence about learning and teaching.

Teacher candidates and graduates feel that the counselling group structure creates a learning community that is sustained over the years and supports the professional growth of teachers entering the profession. The panel was concerned that too few resources were available for this essential element of the program.

The number of full-time faculty members had not kept pace with the rapid expansion of enrolment.

The French Teaching Specialization program did not entirely reflect the conceptual framework. Some foundations and curriculum methods courses were taken after practicum placements, which does not help candidates consolidate theory in practice.

A compulsory special education course prepares teacher candidates to respond to special needs and exceptionalities. Candidates feel that they need more exposure to students with exceptionalities.

Some candidates require more practicum experience in appropriate divisions. In some cases, candidates preparing to teach in the junior and intermediate divisions did not have a practicum placement in Grades 9 and 10 of the intermediate division.

The panel found evidence of a need to revise and enhance some areas of the curriculum, including assessment and evaluation strategies and teaching children with exceptionalities. The panel noted that an internal faculty report proposes that the pre-service program be extended from eight to 10 months to provide more instructional time to teacher candidates.

The roles of the faculty associates and counsellors in the evaluation of teacher candidates on their practice teaching blocks was not clear enough.

The panel observed some issues with the accessibility of elective courses. Candidates who wish to take elective courses pay additional fees. Some of these electives are

religious education, children’s literature, environmental education, and measurement and evaluation.

Faculty curriculum teams meet on a regular basis to plan courses to ensure consistency in content and expectations. Diversity issues were addressed by faculty members within their courses.

The Teacher Education Advisory Committee has representation from various stakeholder groups, but there was little evidence of the advisory nature of the committee.

Faculty members are involved in action research and maintain close links with school and board projects.

RECOMMENDATIONS
Standard: Commitment to Students and Student Learning

It is recommended that:

  • a dispute resolution process be developed beyond the counselling group and that this process be made known to all teacher candidates and faculty
  • appropriate and sufficient resources be allocated to the Briarwood/Hamilton campus
  • there be no further expansion of the program until additional permanent financial and human resources are made available
  • serious consideration be given to increasing the number of full-time faculty members in the pre-service program to bring a balance between full-time and part-time instructors
  • a mechanism be established to ensure full disclosure of the revenues that the Faculty of Education brings to Brock University and of the funds allocated by the University to the Faculty’s pre-service teacher education program.

Standard: Professional Knowledge
It is recommended that:

  • the faculty review its Associate Report on Student Teaching forms to ensure the full breadth of knowledge outcomes stated in Brock’s Image of the Teacher, Vision of the Ideal Graduate and the Standards of Practice for the Teaching Profession are adequately reflected in the evaluation forms
  • the faculty ensure that faculty associates and the counsellors share the same understanding about their role in the evaluation of the practicum blocks and that this information be shared with the teacher candidates
  • any further expansion of the program take into consideration the communication required among all parties involved to sustain the conceptual model on which the program is based
  • the faculty improve the flexibility of the program by improving access for all teacher candidates to elective courses
  • the faculty provide within the program religious education courses for teacher candidates preparing to teach in publicly funded Roman Catholic schools
  • the faculty provide, within the core program, an assessment and evaluation course.

Standard: Teaching Practice
It is recommended that:

  • the organization of education courses and practicum in the French Teaching Specialization concurrent program be reviewed to reflect the conceptual framework
  • the faculty explore the possibility of expanding opportunities, particularly in the consecutive program, for exposure to students with special needs
  • the faculty examine the sequencing of courses in the concurrent programs and review the placement of the special education course
  • the restrictions on the junior and intermediate divisions’ practicum placements be clarified and explained to teacher candidates.

Standard: Leadership and Community
It is recommended that:

  • the role of the Teacher Advisory Committee be reviewed in its relationship to the program as an advisory group
  • resources be made available to provide more co-ordination and monitoring of the counselling groups
  • the faculty explore strategies to attract and recruit teacher candidates and faculty which reflect the diverse population of Ontario
  • the faculty continue to examine and modify its successful conceptual model to meet the evolving needs of the program in different locations, with various partners, and for the enrichment of the teacher candidates’ learning experience.

Standard: Ongoing Professional Learning
It is recommended that:

  • future addition of new program streams through various partnerships take into consideration the capacity of the current counselling group structure to sustain the expansion of programs.

ONTARIO INSTITUTE FOR STUDIES IN EDUCATION OF THE UNIVERSITY OF TORONTO

Master of Teaching Program

AWARD
The decision of the Accreditation Committee at its April 14, 2000 meeting was:

That the Accreditation Committee award Interim Accreditation to the Master of Teaching Program at OISE/UT for a period of three years under the following terms and conditions:

  • College staff be assigned to monitor the program
  • at the discretion of the Accreditation Committee, a site visit may be initiated during the term of the award
  • a Certificate of Qualification be granted to candidates only after successful completion of the two-year Master of Teaching Program at OISE/UT
  • an annual report is requested. The report will include, but not be limited to, updates on:

– courses (delivery and design)
– practicum and internship details
– resources and facilities
– assessment of the program
– admissions policies
– how the program evidences the Standards of Practice for the Teaching Profession.

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