Accreditation Committee Decision
Laurentian University – School of Education
Application for General Accreditation of the Concurrent Program of Professional
Education for the Primary/Junior and Junior/Intermediate Divisions leading
to a Bachelor of Education Degree
Introduction
Decision of the Accreditation Committee Regarding the application for General
Accreditation of the Concurrent Program of Professional Education for the Primary/Junior
and Junior/Intermediate Divisions leading to a Bachelor of Education Degree
The School of Education at Laurentian University submitted an application
May 20, 2008 for general accreditation of the Concurrent Program of Professional
Education for the Primary/Junior and Junior/Intermediate divisions, leading
to a Bachelor of Education degree.
In accordance with Regulation 347/02, Accreditation of Teacher Education Programs,
the Accreditation Committee appointed a six-person panel to:
- conduct a review of the aforementioned program of professional education,
- act in an advisory role to the Accreditation Committee by,
- reporting to the Accreditation Committee on its findings, and
- making recommendations to the Accreditation Committee with respect
to the accreditation of the Concurrent Program of Professional Education
for the Primary/Junior and Junior/Intermediate Divisions leading to a
Bachelor of Education Degree.
The accreditation panel met the requirements set out in Section 6 of Regulation
347/02. All panel members had experience in teacher education and/or
the accreditation process.
The panel reviewed a self-appraisal report of the program and other documentation
provided by the School of Education at Laurentian University. The panel conducted
an on-site review from October 26 – 31, 2008 which included an examination
of artefacts, interviews with faculty and stakeholders, and a review of the
resources at the facility. A public submission regarding the quality of the
program was made by representatives of the Learning Disabilities Association
of Sudbury. The Learning Disabilities Association of Sudbury is used as one
of the alternate sites for teacher candidates’ pre-practicum placements.
The Accreditation Committee, by virtue of the authority granted under the Ontario
College of Teachers Act, 1996, and Regulation 347/02, Accreditation of
Teacher Education Programs, set out to determine if the Concurrent Program
of Professional Education in the Primary/Junior and Junior/Intermediate divisions,
offered by the School of Education at Laurentian University, qualified for
general accreditation.
In making its decision, the Accreditation Committee considered the Accreditation
Panel Final Report dated June 4, 2009, the Dean’s response to the
draft report dated June 4, 2009, and the regulatory requirements of Regulation
347/02, Accreditation of Teacher Education Programs, and Regulation 184/97,
Teachers’ Qualifications.
Decision of the Accreditation Committee at its Meeting of June 11, 2009
Requirements and Findings
The reasons for the Committee’s decision and the facts upon which it
is based follow herein:
Requirement 1
The provider of the program is a permitted institution.
Findings
The evidence indicates that the provider of the program is a permitted institution.
The School of Education at Laurentian University is a permitted institution
and can offer a teacher education program. The establishment of the English-language
Bachelor of Education Program was approved unanimously by the Laurentian University
Senate in January, 2003, and subsequently, initial accreditation of the program
by the Ontario College of Teachers occurred in April, 2003. Confirmation that
the School of Education at Laurentian University is permitted to offer the
concurrent teacher education program was shown in the 2003 Initial Accreditation
documentation and is demonstrated in the Laurentian University Act of
1960.
Conclusion
Based upon the information provided for the Accreditation Committee to consider,
it finds that Requirement 1 is fully satisfied.
Requirement 2
The program has a clearly delineated conceptual framework.
Findings
The evidence indicates that the program of professional education has a clearly
delineated conceptual framework.
The conceptual framework of the School of Education at Laurentian University
includes the following elements: Mission Statement of the University, Mission
Statement of the School of Education, a commitment to the Ontario College
of Teachers’ Ethical Standards for the Teaching Profession and
the Standards of Practice for the Teaching Profession. The theories
of constructivism and social reconstructivism support and extend the school
of education’s mission to serve the needs and aspirations of regional
citizens, with particular provision for First Nations peoples. The mission
statements are included in program support documents for the teacher candidates’ course
work and their practica.
Conclusion
Based upon the information provided for the Accreditation Committee to consider,
it finds that Requirement 2 is fully satisfied.
Requirement 3
The program is consistent with and reflects,
- the College’s “Standards of Practice for the Teaching Profession” and
“the Ethical Standards for the Teaching Profession”,
- current research in teacher education, and
- the integration of theory and practice in teacher education.
Findings
The evidence indicates that the program of professional education is consistent
with and reflects the Ontario College of Teachers’ Ethical Standards
for the Teaching Profession and the Standards of Practice for the Teaching
Profession, current research in teacher education, and the integration
of theory and practice in teacher education.
The concurrent program has a strong emphasis on ethical behaviour and professionalism
in conformity with the Ontario College of Teachers’ Ethical Standards
for the Teaching Profession and the Standards of Practice for the Teaching
Profession through the course work and pre-practicum preparation, practicum
handbooks and workshops offered by the Ontario College of Teachers.
The program is consistent with and reflects current research in teacher education.
The conceptual framework informs both the program’s content and design
and research work done by the faculty. This evidence also confirmed the faculty’s
commitment to the use of current research in the program and the integration
of theory into practice.
Conclusion
Based upon the information provided for the Accreditation Committee to consider,
it finds that Requirement 3 is fully satisfied.
Requirement 4
The program curriculum is current, references the Ontario curriculum, includes
the application of current research in teacher education and represents a
wide knowledge base in the divisions and components of the program.
Findings
The evidence indicates that the program curriculum is current, references
the Ontario curriculum, includes the application of current research in teacher
education, and represents a wide knowledge base in the divisions and components
of the programs.
The curriculum of the program is current through the inclusion in course descriptions
of references to up-to-date research and literature and Ontario curriculum
policies and related support documents. Practica placement handbooks contain
current legislation regarding education and teacher responsibilities and the
current Ontario College of Teachers’ Ethical Standards for the Teaching
Profession and the Standards of Practice for the Teaching Profession.
Teaching method courses offered in the Professional Year make extensive use
of current Ontario curriculum documents. High priority is placed on acquiring
current teacher education research documents and resources. The program includes
workshops offered by the Ontario College of Teachers, Ministry of Education,
Ontario federation affiliates, and other professional community organizations
on current issues in education.
The program curriculum references the Ontario curriculum. The course outlines
for the method and curriculum courses demonstrate extensive references to the
Ontario curriculum and support documents for the primary/junior and junior/intermediate
divisions. Faculty instructing in the method and curriculum courses make use
of Ministry documents such as the Aboriginal Students and Self-Esteem: A
Framework for Success in Lifelong Education. The Ministry of Education
Kindergartenprogram document is used extensively.
The program curriculum includes the application of current research in teacher
education. The guiding principles of constructivism and social reconstructivism
in the documentation, along with supporting research references have informed
the design of the concurrent program and the selection of content for courses.
The program curriculum represents a wide knowledge base in the divisions and
components of the program. Teacher candidates use the Ministry of Education
curriculum documents for primary/junior and junior/intermediate divisions and
they take courses in a broad array of methodology and content areas. They also
study human development and learning, special education, classroom management,
education legislation, and related teaching topics. In all cases, the course
work has the primary/junior divisions’ or the junior/intermediate divisions’
perspective.
The education community served by Laurentian University includes Aboriginal
communities and urban schools that have a significant number of First Nations
pupils as part of their student population. The school of education’s
building design shows sensitivity to, and awareness of, Aboriginal conceptions
of the curriculum. The teachings of the Seven Grandfathers of the Anishinaabe serve
as an organizing principle for teaching and learning, and therefore, brings
a new focus to the curriculum.
Conclusion
Based upon the information provided for the Accreditation Committee to consider,
it finds that Requirement 4 is fully satisfied.
Requirement 5
The course content of the program includes theory, method and foundation
courses and makes appropriate provision for the application of theory in
practice.
Findings
The evidence indicates that the course content of the program includes theory,
method and foundation courses and appropriate provision for the application
of theory in practice.
Selected theories of constructivism and social reconstructivist scholars permeate
much of the curricular work of the school of education. Theory as content appears
in such courses as the required foundation courses which give teacher candidates
theoretical backgrounds in sociology and history of education as well as in
the general principles of psychology of education and special education, human
development and learning.
The course content of the program includes method and foundation courses.
In the Professional Year, teacher candidates take division appropriate curriculum
and method courses. At the primary/junior level, course outlines were provided
for method courses for such subjects as music, health, social studies, health
and physical education, drama, science, mathematics, language arts, and visual
arts. Method courses for the junior/intermediate divisions were included for
music, health and physical education, science, social studies, history, geography,
mathematics, language arts, science and technology, French as a second language,
and visual arts. As well, teacher candidates complete a course in instructional
methods.
While completing their initial degree program, teacher candidates are required
to take two foundation courses: Educational Psychology and Special Education,
provides the general principles of psychology of education and special education;
Education and Schooling provides background in sociology and history of education.
Another foundation course in Social and Legal Issues in Education is provided
for teacher candidates during their final (professional) year and focuses on
the areas of social and legal issues in education. The Social and Legal Issues
in Education course emphasizes school law appropriate for the primary/junior
or junior/intermediate divisions and provides an overview of Ontario school
governance that includes governance in First Nations Schools.
The course content of the program includes an appropriate provision for the
application of theory in practice. Teacher candidates are provided opportunities
to examine theories and apply them in practice. As examples, the method courses
for the primary/junior and junior/intermediate divisions include course objectives
that provide the application of theory in practice. The course Preparation
for the Initial Practicum has a goal to enable teacher candidates to understand
and apply to classroom settings components related to major theories of human
development and learning, and cognitive, physical, emotional and social stages
and patterns of development that influence children’s perceptions and
needs. In conjunction with the in-faculty professional theory courses, the
practicum provides teacher candidates with the actual classroom experience
required to become reflective practitioners. Faculty indicated that the pre-practicum
portfolio, which is completed over three years in the initial degree, is intended
to have teacher candidates make connections between course work and teaching
practice. The faculty modelled theory to practice, and theories such as multiple
intelligences were used in planning lessons.
Conclusion
Based upon the information provided for the Accreditation Committee to consider,
it finds that Requirement 5 is fully satisfied.
Requirement 6
The program’s format and structure are appropriate for the course
content.
Findings
The evidence indicates that the program’s format and structure are appropriate
for the course content.
The program proceeds from a broad overview of teaching, schools, and societal
expectations to a focused development of professional skills. During the initial
degree program, teacher candidates complete compulsory courses in psychology,
education and schooling, and computer applications along with other integration
courses provided by other faculties at Laurentian University. Education foundation
courses taken by the teacher candidates before the professional year help them
understand the activities observed in classrooms and the rationale(s) supporting
curriculum design and instructional practice. Courses taken during the Professional
Year (final year) consist primarily of curriculum and instruction and method
courses that support teacher candidates in their planning of learning activities
for the primary/junior or junior/intermediate divisions.
The scheduled practica have increasing expectations of the teacher candidates
as they progress through the initial degree and program of professional education.
The graduated, sequenced practicum experiences that start with the pre-practicum
placements, continue through an initial placement in May in the last year of
the initial degree, and culminate in the three final placements in the professional
year. Thus the program proceeds from a broad theoretical and experiential foundation
to courses focussed on teaching in the primary/junior or junior/intermediate
divisions.
Conclusion
Based upon the information provided for the Accreditation Committee to consider,
it finds that Requirement 6 is fully satisfied.
Requirement 7
Students are assessed and informed of their progress on an ongoing basis
throughout the program.
Findings
The evidence indicates that the teacher candidates are assessed and informed
of their progress on an ongoing basis throughout the program.
Assessment in the concurrent teacher education program is provided on an ongoing
basis in both the undergraduate initial degree and professional year coursework
and practica. Teacher candidates are informed of the grading practices and
methodologies used throughout their education program. Documentation contains
a table of the various assessment and evaluation strategies used in each concurrent
education course which has an evaluative component. Course descriptions identify
the assignments that are required to be completed by teacher candidates as
well as corresponding submission due dates. Some assignments include the schedule
that faculty feedback will be provided to teacher candidates.
The practica handbooks provide samples of the forms used for formative and
summative assessment of teacher candidates’ practica. The documentation
provides the timeframes for the practica assessments of the teacher candidate
as well as who completes the assessments. The documentation provided observation
charts, achievement charts, and practicum improvement plans to guide the assessment
of the teacher candidate and progress in the practicum.
Conclusion
Based upon the information provided for the Accreditation Committee to consider,
it finds that Requirement 7 is fully satisfied.
Requirement 8
The program includes a practicum that satisfies the requirements set out
Regulation 347/02, Subsection 9. (2). The requirements for the practicum
portion of the program are as follows:
- The practicum must include observation and practice teaching in an instructional
setting in schools or other situations that use the Ontario curriculum
or in situations approved by the College.
- The practicum must be completed in accordance with the requirements
of Ontario Regulation 184/97.
- The practicum enables every student to participate in settings related
to each division and at least one of the subject areas of the program that
are relevant to the student.
- An experienced teacher supervises the students and assesses their practicum.
- A faculty member is appointed as an advisor for each student.
Findings
The evidence indicates that the practicum satisfies all of the necessary requirements. Teacher
candidates undertake observation and practice teaching in an instructional
setting in schools or other situations that use the Ontario curriculum or in
situations approved by the College. The practicum is completed in accordance
with Ontario Regulation 184/97 requirements. Teacher candidates complete three
practica (a total of 85 days). Every teacher candidate has the opportunity
to participate in a practicum in each of their divisions and for the Intermediate
candidates in their teachable subject area. Every teacher candidate is supervised
by an associate teacher who also completes Formative Assessment and Summative
Evaluation forms based on the practicum experiences of the teacher candidate.
A faculty member is appointed as an advisor for each teacher candidate.
The Professional Year practicum may be completed in schools of the Rainbow
District School Board, the Sudbury Catholic District School Board and in Lakeview
School in the M’Chigeeng First Nation Community on Manitoulin Island.
Conclusion
Based upon the information provided for the Accreditation Committee to consider,
it finds that Requirement 8 is fully satisfied.
Requirement 9
Successful completion of the practicum is a requirement for successful
completion of the program.
Findings
The evidence indicates that the successful completion of the practicum is
required for successful completion of the program.
Successful completion of the Initial Practicum in the final year of the initial
degree (in Year 3 or 4) and the Professional Year practicum (in Year 4 or 5)
is a requirement for the successful completion of the concurrent teacher education
program and the Bachelor of Education degree. Prior to the Initial Practicum
in Year 4, teacher candidates must be successful in each of the three pre-practicum
placements.
Conclusion
Based upon the information provided for the Accreditation Committee to consider,
it finds that Requirement 9 is fully satisfied.
Requirement 10
The teaching method courses in the program are appropriate in relation
to the divisions to which they relate.
Findings
The evidence indicates that the teaching method courses in the program are
appropriate in the relation to the divisions to which they relate.
The teaching method courses in the program are appropriate in the relation
to the divisions to which they relate. Teaching method courses are aligned
with the primary/junior and junior/intermediate divisions in the program. Method
components such as instructional strategies, classroom management and computers
are also addressed in such courses as Instructional Strategies P/J, and Instructional
Strategies J/I. Method components are also addressed in a course titled Preparation
for the Professional Year Practicum.
All the method courses in the primary/junior and junior/intermediate divisions
refer to goals and outcomes that connect to learnings and learners related
to those specific divisions, along with intermediate division teachable subject
courses. Course outlines are presented in detail and include course content,
resources, student assignments and assessment procedures. Although topics of
study listed in some primary/junior and junior/intermediate method courses
are the same, the actual content covered and the assignments to be completed
align with the Ministry curriculum and policy documents and the developmental
characteristics of pupils in each division.Assignments completed by teacher
candidates reflect division appropriateness.
Conclusion
Based upon the information provided for the Accreditation Committee to consider,
it finds that Requirement 10 is fully satisfied.
Requirement 11
The teaching theory and foundation courses in the program include courses
on human development and learning and on the legislation and government policies
relating to education.
Findings
The evidence indicates that the teaching theory and foundation courses in
the program include courses on human development and learning and on legislation
and government policies relating to education.
Teacher candidates take the following two theory and foundation courses as
part of their initial degree:
Education Psychology and Special Education investigates topics such as human
development, cognition, learning theory, motivation and psychological and educational
assessment. In addition, Aboriginal issues are infused throughout the course
as well as special education issues.
Education and Schooling introduces teacher candidates to educational philosophy
and social conceptions of childhood and learning.
Teacher candidates’ portfolios reflect on how human development research
was applied in classroom settings.
During the professional year, teacher candidates take the theory and foundation
course Social and Legal Issues in Education, which focuses on the areas of
social and legal issues in education, especially in Ontario. Through this course,
teacher candidates are familiarized with the legal aspects of teaching, the
organization of Ontario schooling, and how First Nations schools are governed.
As well, Ontario legislation relating to education, such as the Teaching
Profession Act, Child and Family Services Act, the Ontario College
of Teachers Act, and Duties of Teachers under the Education Act, is
referenced in the practicum handbooks. Workshops are offered by the Ministry
of Education on legal issues and related directives impacting schools.
Conclusion
Based upon the information provided for the Accreditation Committee to consider,
it finds that Requirement 11 is fully satisfied.
Requirement 12
The faculty members teaching the program are an appropriate combination
of,
- persons with appropriate academic qualifications,
- practitioners with appropriate experience in the field of education,
and
- persons with appropriate expertise in the divisions and components of
the program.
Findings
The evidence indicates that the faculty members teaching in the program are
an appropriate combination of persons with appropriate academic qualifications,
practitioners with appropriate experience in the field of education, and persons
with appropriate expertise in the divisions and components of the program.
Faculty have appropriate academic qualifications, including doctoral degrees
for full-time tenured and tenure stream faculty and graduate level credentials
for the remaining faculty. Faculty are involved in scholarly activities.
Faculty have experience in teaching, research and administration in the field
of education. A number of the faculty have experience in developing curriculum
documents and support materials for the Ontario Ministry of Education.
Faculty have appropriate expertise that includes academic preparation and
teaching or research experiences in the primary, junior, and intermediate divisions
and core subjects in all three divisions.
Conclusion
Based upon the information provided for the Accreditation Committee to consider,
it finds that Requirement 12 is fully satisfied.
Requirement 13
The permitted institution maintains adequate internal controls to preserve
the integrity of student records relating to the program.
Findings
The evidence indicates that the School of Education at Laurentian University
maintain adequate controls to reserve the integrity of student records relating
to the program.
The School of Education at Laurentian University maintains adequate internal
controls to preserve the integrity of student records relating to the concurrent
teacher education program. Student records are stored securely and access is
controlled.
Conclusion
Based upon the information provided for the Accreditation Committee to consider,
it finds that Requirement 13 is fully satisfied.
Requirement 14
The permitted institution is committed to continuous improvement and quality
assurance of the program and, if the program is an existing program, has
implemented measures demonstrating that commitment.
Findings
The evidence indicates that the School of Education at Laurentian University
is committed to continuous improvement and quality assurance of the program
and has implemented measures demonstrating that commitment in all its teacher
education programs, including the proposed one.
The school of education has had extensive feedback on the program, and especially
the practica. Measures to support quality assurance were identified such as
regular opportunities for feedback on the program from faculty and teacher
candidates, an active TEAC that offers considerations to the program, and the
support of educational stakeholders such as the boards of education and First
Nations communities on the design and components of the new school of education
facilities. As part of its commitment to continuous improvement, the school
of education is looking at recruiting strategies for visible minority, Aboriginal
and mature teacher candidates. Formal professor evaluations are required by
the collective agreement, and in addition, many faculty use a “stop-start-continue”
mid-course assessment to get class feedback on their teaching.
Conclusion
Based upon the information provided for the Accreditation Committee to consider,
it finds that Requirement 14 is fully satisfied.
Requirement 15
The program has a Teacher Education Advisory Committee or similar body
that functions in an advisory or liaison capacity in relation to the program.
Findings
The evidence indicates that the School of Education at Laurentian University
has a Teacher Education Advisory Council (TEAC) that functions in an advisory
capacity in relation to the program.
The concurrent teacher education program has a Teacher Education Advisory
Committee (TEAC) and a Teacher Education Liaison Committee that function in
an advisory or liaison capacity in relation to the program.
Conclusion
Based upon the information provided for the Accreditation Committee to consider,
it finds that Requirement 15 is fully satisfied.
Decision of the Accreditation Committee
Concurrent Program of Professional Education - Primary/Junior and Junior/Intermediate
Divisions
For the reasons set out above, the Accreditation Committee finds that the
concurrent program of professional education offered by the School of Education
at Laurentian University, leading to a Bachelor of Education degree, and
including a concentrated study of the Primary/Junior and Junior/Intermediate
divisions, fully satisfies the requirements of Regulation 347/02, Accreditation
of Teacher Education Programs.
The Accreditation Committee grants general accreditation for a period of seven
years (June 11, 2016) or such shorter period of time as may be requested by
the provider or agreed to by the Accreditation Committee and the School of
Education at Laurentian University.
Accreditation Committee
Ontario College of Teachers
June 11, 2009
Amendment to Expiry Date
Pursuant to Section 15.2 (0.a) of the Accreditation Regulation, the Accreditation Committee granted an extension of general accreditation until June 11, 2017 to the concurrent program of professional education with areas of study in the Primary/Junior and Junior/Intermediate divisions, leading to a Bachelor of Education degree. This extension provides additional time for Laurentian University, School of Education to implement the enhanced teacher education program as required in September 2015.
Accreditation Committee
Ontario College of Teachers
June 26, 2014
