Accreditation Committee Decision

Université d’Ottawa
Faculté d’éducation

Application for Renewal of Accreditation of French-language Program

Consecutive program of professional education with areas of study in the Primary/Junior, Junior/Intermediate and Intermediate/Senior divisions, leading to a Bachelor of Education degree

Multi-session consecutive program of professional education with areas of study in the Primary/Junior and Junior/Intermediate divisions, leading to a Bachelor of Education degree (alternative delivery format)

Multi-session consecutive program of professional education with areas of study in Technological Education subjects at the Grades 9/10 and Grades 11/12 level, leading to a Bachelor of Education degree or a Certificate in Education

Concurrent program of professional education with areas of study in the Primary/Junior, Junior/Intermediate and Intermediate/Senior divisions, leading to a Bachelor of Education degree

Accreditation Committee Decision Regarding the Application for Accreditation Submitted by Université d’Ottawa, Faculté d’éducation

Introduction
Requirements and Findings
Decision of the Accreditation Committee
Multi-session Consecutive Program Change Decision
Decision Regarding the Enhanced Teacher Education Program Verification Report
Program Change Decision
Amendment to Expiry Date

Introduction

The Faculté d’éducation at Université d’Ottawa submitted an application on July 28, 2012 for renewal of accreditation of the following French-language programs of professional education:

Consecutive program of professional education with areas of study in the Primary/Junior, Junior/Intermediate and Intermediate/Senior divisions, leading to a Bachelor of Education degree
Multi-session consecutive program of professional education with areas of study in the Primary/Junior and Junior/Intermediate divisions, leading to a Bachelor of Education degree (alternative delivery format)
Multi-session consecutive program of professional education with areas of study in Technological Education subjects at the Grades 9/10 and Grades 11/12 level, leading to a Bachelor of Education degree or a Certificate in Education
Concurrent program of professional education with areas of study in the Primary/Junior, Junior/Intermediate and Intermediate/Senior divisions, leading to a Bachelor of Education degree

In accordance with Regulation 347/02, Accreditation of Teacher Education Programs, the Accreditation Committee established an accreditation panel to:

conduct a review of the aforementioned programs of professional education on the direction of the Accreditation Committee; and
act in an advisory role to the Accreditation Committee by reporting to the committee on its findings and making recommendations to the committee with respect to the programs reviewed.

The eight-person accreditation panel met the requirements set out in Section 6 of the Accreditation Regulation and was comprised as follows:

four members of Council, one of whom was both a member of the Accreditation Committee and the person nominated by the institution, and including at least one appointed member of Council
three College members who were not Council members, including one member with expertise in technological education programs and a member with expertise in programs delivered by distance education
a roster member with experience as an educator in a faculty of education

In making its recommendations, the panel reviewed the application for accreditation and supplementary documentation provided at the panel’s request by the Faculté d’éducation at Université d’Ottawa. The accreditation panel also conducted a site visit at the Université d’Ottawa campus located in Ottawa, Ontario from October 21 - 26, 2012. During the site visit, the panel examined program artifacts and resources, toured the program facilities, and conducted interviews with faculty and stakeholders. Members of the accreditation panel also conducted site visits at the Glendon campus in Toronto on October 5, 2012 and at the École l’ Envolée campus in Windsor on October 9, 2012.

The College notified the public of the review on its web site and provided an opportunity for public submissions about the quality of the programs. The panel held an open public forum at the Ottawa campus on October 24, 2012. No persons attended. Posters advertising the review and the opportunity for public comment were distributed on-campus. The Faculté also sent emails to stakeholders in the education community, including education partners, school principals, teachers and graduates. The panel considered information from one submission received through the College web site.

Following the review, the accreditation panel compiled a draft report of its findings and recommendations for review by the Faculté d’éducation at Université d’Ottawa. The final panel report submitted to the Accreditation Committee considers the comments provided by the Faculté dean in response to the draft report.

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 programs of professional education in the application submitted by the Faculté d’éducation at Université d’Ottawa qualified for accreditation.

In making its decision, the Accreditation Committee considered the Accreditation Panel Final Report dated March 1, 2013, a response from the Faculté dean to the panel’s draft report dated February 19, 2013 and supplementary information provided by email directly to the Accreditation Committee, the Panel Chair’s presentation of the panel report to the committee and the regulatory requirements of Regulation 347/02, Accreditation of Teacher Education Programs.

Decision of the Accreditation Committee at its Meeting of April 15, 2013

Requirements and Findings

The reasons for the Accreditation 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 Faculté d’éducation at Université d’Ottawa is a permitted institution as defined in subsection 1.(1) of Regulation 347/02, Accreditation of Teacher Education Programs.

According to Regulation 347/02, Accreditation of Teacher Education Programs, a permitted institution includes a college, faculty or school of education in Ontario that is part of or affiliated with a university that is authorized to offer degrees under an Act of the Assembly.

The Faculté d’éducation is part of the Université d’Ottawa, a university with the power to grant degrees in accordance with an Act of the Legislative Assembly, namely, An Act respecting Université d’Ottawa (1965). Subsection 17 (d) of the act gives the Senate of the University power to confer the degrees of Bachelor, Master and Doctor, and all other degrees and diplomas in all branches of learning that may appropriately be conferred by a university.

Conclusion

Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 1 is fully satisfied for all programs reviewed.

Requirement 2

The program has a clearly delineated conceptual framework.

Findings

The evidence indicates that the programs of professional education reviewed have a clearly delineated conceptual framework.

The programs are designed to reflect the unique mission of the institution, which includes serving the Francophone population living in a minority-language environment. The programs are based on the Faculté’s recently revised conceptual framework which includes three components: the environment, the individual and knowledge and competencies. The conceptual framework reflects the mandate of the Faculté and includes, in addition to the model, eight statements of principle that guide and underpin all formats of the teacher education programs.

The revised conceptual framework incorporates the integration of information and communications technologies (ICT) in teaching and the Ontario College of Teachers’ Standards of Practice for the Teaching Profession and the Ethical Standards for the Teaching Profession. During their self-assessment in the winter of 2012 the faculty members on the program council articulated that the learning outcomes contained in the conceptual framework have been integrated into the programs and there are evident links to current research. These changes enhance the existing conceptual framework and are designed to emphasize the continuum between theory and practice.

The conceptual framework guides the development of course outlines in the programs, and is reflected, at times, in candidate assignments.

The Faculté programs include delivery formats designed for locations that respond to the needs and challenges of Ontario’s French-language schools in accordance with the conceptual framework.

Conclusion

Based on 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 programs of professional education reviewed are consistent with and reflect 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 Standards of Practice and the Ethical Standards for the Teaching Profession are reflected in the conceptual framework and the course outlines of all programs delivered both on-campus and off-campus. The Standards are integrated into reflective practice and reflected in the learning evaluation process and integration seminars. Program coordinators confirmed that candidates attend a workshop on the Standards led by the Ontario College of Teachers. Courses and the Practicum Handbook emphasize familiarity with and adherence to the Standards.

The programs reflect current research in teacher education. The Faculté d’éducation identifies that the design of the programs is informed by education researchers such as Théberge and Paquay. The Faculté has adopted an approach to the design of learning outcomes based on research by Marzano , Valle et al. , Poulin et al. and Bennett . The program foundations reflect recent research on major issues such as differentiated instruction, inclusion, school-work transition and immigration. As well, education research reflecting the experience of the constantly evolving, minority, Franco-Ontarian community informs the conceptual framework and its guiding principles. Full-time faculty members are required to conduct research and publish their results on a regular basis and their research is incorporated in the programs. For example, the research by Duplàa and Abdalla on the development and delivery of online courses has informed the programs that utilize online learning in coursework.

The third statement of principle in the conceptual framework states that teacher education incorporates a careful selection of theory and practice and helps to establish connections between the two. In the design of all programs, method and foundation course work precede the first and second practicum placements. The compulsory integration seminars offered before and after the teaching practica provide an opportunity to integrate theory and practice. These compulsory seminars prepare teacher candidates for their practicum and encourage reflective analysis on learning, teaching and assessment and evaluation. Candidates prepare a compulsory professional portfolio. The portfolio includes a detailed submission of two lessons taught during the practicum, including the learning expectations, the teaching and learning approach, materials, activities, assessment and evaluation strategies and resources. As well, candidates include two one-page reflections on topics such as planning or classroom management, highlighting the links between theory and practice in support of their position. In addition to the examples described above, the design of the multi-session consecutive Technological Education program includes as competencies to be demonstrated by candidates the creation and maintaining of a safe learning environment that meets the requirements for technological education programs with respect to materials handling, equipment and the overseeing of safety standards. The course outlines for the program provide evidence that at least two of the three required assignments in the courses involve the application of theory in practice.

Conclusion

Based on 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 curriculum for the programs reviewed 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.

Course outlines are checked by the Program Director before the start of each session to ensure that they are current. The bibliographies in a sampling of course outlines and webographies reviewed reference both recent and traditional resources. Current education resources and publications by members of the Faculté are included. The multi-session consecutive Technological Education program includes current curriculum related to differentiated instruction and diagnostic and formative evaluation. Candidates are required to read the new Ontario Ministry of Education policy document on evaluation, assessment and reporting, entitled Growing Success, prepare a synthesis and present it as a PowerPoint presentation. Bibliographies in the course outlines for the Technological Education program reflect current research in teacher education such as Dufour and Eaker’s research on learning communities and Marzano’s on instructional strategies used by effective professors.

The course outlines for the program curriculum reference the Ontario curriculum. Faculty members use not only Ministry of Education policy documents but also the policy/program memoranda and the teaching and learning resources which help to keep the programs and curriculum relevant in all divisions. As a result, faculty members assert that candidates have a wide range of theoretical and practical knowledge that they can use in the classroom. Course outlines for Apprentissage et évaluation aux cycles primaire, moyen, intermédiaire (Learning and Evaluation in the Primary, Junior and Intermediate Divisions) indicate students must develop an achievement chart from the ministry curriculum documents.

The Kindergarten curriculum is not currently a required element in the regular consecutive, concurrent and multi-session consecutive (alternative delivery format) programs with areas of study in the Primary/Junior divisions, but will be made compulsory in 2013. Course outlines in the multi-session consecutive Technological Education program reference the Ontario curriculum and incorporate it in candidates’ assignments. For example, in the course Études technologiques au cycle intermédiaire (Technological Education in the Intermediate Division), candidates must submit three assignments analyzing Ontario Ministry Technological Education curriculum documents.

The program curriculum in all programs includes the application of current research in teacher education. Some resources, such as the Virtual History Lab, are available to both candidates and professors and provide an opportunity for more in-depth research in support of various disciplines. The method and foundation course syllabi provide evidence of a wide range of current research and references to new publications related to topics in teacher education, such as differentiation and inclusion. In addition, the Resource Centre collection consists of a range of current resources which support and are available for course delivery and the completion of required assignments. All of the method courses and some of the foundation courses in the multi-session Technological Education program require in-depth analysis of current Ontario curriculum documents, which reflect current research in teacher education in technological education.

The program curriculum in all programs represents a wide knowledge base in the divisions and components of the programs. The teacher education programs are designed to encourage candidates to develop teaching and learning and interdisciplinary skills in the various divisions, by covering current education topics such as classroom management and inclusion, mastering competencies in planning, assessment and evaluation, mathematical thinking and special education. Teacher candidates have numerous opportunities to develop their competencies and incorporate Ministry resources in their teaching practice. The candidates attest that the courses contained relevant information about Ministry initiatives such as differentiated instruction and inclusive education which they use in their teaching practica. Although the course sequence is basically the same for candidates in the Primary/Junior and Junior/Intermediate divisions, the course content is adapted to the division in which candidates will be certified. The course content of the Processus d'apprentissage et d'évaluation (Learning and Evaluation) course is adapted to the various grades in the various divisions. For example, assignments in the evaluation module require strategies specific to the division in which candidates are registered. This is common practice for both the foundation and method courses. For example, the assignments, resources and teaching strategies for the course in teaching English reflect the division in which candidates are registered. Emphasis is placed on the importance of recognizing continuity and feeling comfortable in both selected divisions. This practice is encouraged to enhance the candidates’ ability to develop course outlines that are relevant to the division being taught. There is a wide knowledge base in the divisions and components of the multi-session Technological Education program. For example, the courses in the program include theory and cover topics such as planning, assessment and evaluation, classroom management as it is informed by occupational health and safety legislation, relevant teaching and learning strategies, differentiation, equity, inclusion, special education and the modification and adaptation of expectations and strategies.

Conclusion

Based on 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 appropriate provision for the application of theory in practice.

Findings

The evidence indicates that the course content for the programs reviewed includes theory, method and foundation courses and appropriate provision for the application of theory in practice.

All programs include compulsory and elective method and foundation courses, as well as courses which include theory. Courses in the regular consecutive, concurrent and multi-session consecutive (alternative delivery format) programs include theory. For example, Processus d’apprentissage et d’évaluation (Learning and Evaluation) is offered in the Primary, Junior and Intermediate divisions. The course outline states that the course addresses the principal theories of learning as well as the related current pedagogical trends and assessment and evaluation strategies. Gestion de classe et différenciation pédagogique (Classroom Management and Differentiated Instruction) is offered in the Intermediate and Senior divisions. The course objectives include becoming familiar with the theory and strategies related to classroom management, pedagogical differentiation, effective teaching practices as well as teaching in a multiethnic minority setting. Compulsory foundation courses for the regular consecutive, concurrent and multi-session consecutive (alternative delivery format) programs include Processus d’apprentissage et d’évaluation (Learning and Evaluation Process) and Le System Scolaire Franco-Ontarien (The Franco-Ontarian School System). Compulsory method courses for the regular consecutive, concurrent and multi-session consecutive (alternative delivery format) programs include division appropriate courses such as Didactique des langues à l'élémentaire (Teaching Elementary Language Arts) and Didactique du français langue maternelle au cycle intermédiaire (Teaching Français as a First Language in the Intermediate Division). In the multi-session Technological Education program, theory is included in courses such as Enseignement en milieu scolaire (Teaching in the School Setting). The learning objectives for this course are to become familiar with the theory and foundations needed to develop lessons based on Technological Education curriculum documents and to understand the close connection between student success and different teaching and learning styles. Foundation courses for the multi-session Technological Education program include Principes d’apprentissage appliqués à l’enseignement technologique (Principles of Learning Applied to Technological Education). Method courses in this program include Enseignement des matières techniques au cycle supérieur (11e-12e) (Technological Education in the Senior Division) (Grades 11-12).

The programs include appropriate provision for the application of theory in practice. The program coursework reflects a socioconstructivist approach to learning that gives preference to experiential approaches. Transferable knowledge to prepare candidates for the realities of the classroom is emphasized. The course content includes practical applications such as planning and developing achievement charts as preparation for improved class management and teaching. The method courses focus on the theoretical framework they reflect, and aim to ensure a smooth transition to teaching practice. For example, courses include opportunities for modelling, simulation activities and microteaching exercises. Some course assignments emphasize practical application of theory such as model-building and lab work in science courses. Candidates in the technological education program prepare a professional portfolio that includes detailed lesson plans and reflective summaries highlighting links between theory and practice. Course outlines for the multi-session Technological Education program indicate an emphasis on practice through assignments and projects. For example, in the course Enseignement des nouvelles technologies aux cycles intermédiaire et supérieur (Teaching New Technologies in the Intermediate/Senior Division), candidates must sketch a workshop floor plan including a list of necessary equipment and tools for their area of study. The integration seminars offered before and after the practice teaching practica make the program courses more practical and support teacher candidates to transfer knowledge.

Conclusion

Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 5 is fully satisfied for all programs.

Requirement 6

The program’s format and structure are appropriate for the course content.

Findings

The evidence indicates that the format and structure of the programs reviewed are appropriate for the course content.

The Faculté offers the regular consecutive program in the Primary/Junior and Junior/ Intermediate options over an eight-month period on all three campuses (Ottawa, Toronto and Windsor), as well as the Intermediate/Senior option on the Ottawa campus. The concurrent program is offered on the Ottawa campus only. The concurrent program is identical to the regular consecutive program in that candidates take the first session of the regular consecutive teacher education program in their fourth year of study and the second session of the regular consecutive teacher education program in their fifth year of study.

The Faculté also offers two multi-session programs, the consecutive (alternative delivery format) program offered on all three campuses over a two-year period for the Primary/Junior and Junior/ Intermediate options, and the multi-session consecutive program in Technological Education (Grades 9/10 and 11/12) over a one-year period on the Ottawa campus beginning and ending with a summer semester.

All of the programs include method and foundation courses that incorporate theory. The compulsory method courses and foundation courses are identical in the regular consecutive, concurrent and multi-session consecutive (alternative delivery format) programs. The courses and components of all of the programs are designed to reflect the university’s mission to serve the Francophone population living in a minority language environment. In order to adapt more effectively to the circumstances of teacher candidates and the needs of the Franco-Ontarian school system, the Faculté uses a variety of delivery formats, including face-to-face, online and synchronous videoconferencing. While all three sites can initiate videoconferences, they are generally offered from the Ottawa campus. The Centre for e-Learning offers training and technical support for course delivery.

Each practicum placement in the regular consecutive, concurrent and multi-session consecutive (alternative delivery format) programs, and the multi-session consecutive program in Technological Education, is accompanied by a compulsory integration seminar. In addition to this compulsory course, all candidates must successfully complete two practicum placements and produce two satisfactory professional learning portfolios. To better prepare candidates in the regular consecutive and concurrent programs for the first practicum, some foundation courses are taught in the first semester to provide opportunities for the integration of theory and practice. The teaching method courses are spread over both semesters.

The Program Director and the program coordinators attest to the smooth operation of the programs and the course sequence. Candidates in the regular consecutive program express satisfaction with the structure and format of their programs.

The multi-session consecutive (alternative delivery format) program takes into account that many program candidates are teaching on a Letter of Permission from the Ministry of Education. In the program, Primary/Junior candidates are recommended for a transitional certificate of qualification and registration after the first session, which consists of summer and fall semesters, and upon successful completion of six credits in the following foundation courses: Apprentissage et évaluation aux cycles primaire, moyen et intermédiaire (Learning and Evaluation in the Primary, Junior and Intermediate Divisions) and Environnement d’apprentissage et technologie de l’information et des communications (The Learning Environment and Computer and Information Technology) as well as six credits in the following method courses: Didactique des langues à l’élémentaire (Teaching Elementary Language Arts) and Didactique des sciences humaines et sociales à l’élémentaire (Teaching Elementary Social Sciences and Humanities). Junior/Intermediate candidates are also eligible for a transitional certificate of qualification and registration after the first session, which consists of summer and fall semesters, and upon successful completion of three credits in the following foundation course: Apprentissage et évaluation aux cycles primaire, moyen et intermédiaire (Learning and Evaluation in the Primary, Junior and Intermediate Divisions) as well as nine credits in the following method courses: Didactique des langues à l’élémentaire (Teaching Elementary Language Arts), Didactique des sciences et de la technologie à l’élémentaire (Teaching Elementary Science and Technology) and Didactique des sciences humaines et sociales à l’élémentaire (Teaching Elementary Social Sciences and Humanities). The sequence of courses in both areas of study complies with the definition of a multi-session program in the Teachers’ Qualifications Regulation. Additional course work and the first practicum take place during the first winter. Course work continues during the second summer, as well as during the fall and winter of the second year. The second practicum is scheduled during the second winter.

The summer semesters offer three face-to-face courses over a six-week period, while the courses in the fall and winter semesters are primarily offered by distance education online and through videoconferencing. Because candidates in the alternative format program are usually teaching in schools on a Letter of Permission, the practicum format in this program allows them to complete their teaching practicum in another school in the same board or, if necessary, in another classroom in the same school.

The program in Technological Education is a multi-session consecutive program. The program structure facilitates the acquisition of a Bachelor of Education, or a Certificate in Technological Education for candidates who do not hold the prerequisite post-secondary degree. Candidates are recommended for a transitional certificate of qualification and registration after the first session, which consists of summer and fall semesters, and upon successful completion of six credits in Method courses, Enseignement des nouvelles technologies aux cycles I/S (Teaching New Technologies in the I/S Division) and Enseignement en milieu scolaire (Teaching in the School Setting), as well as six credits in Foundations, Éducation et enseignement (éducation technologique) technologique au cycle intermédiaire (Education and Teaching Technological Education in the Intermediate Division) and Principes d’apprentissage appliques a l’enseignement technologique (Principles of Learning Applied to Technological Education). The sequence of courses in the program complies with the definition of a multi-session program in the Teachers’ Qualifications Regulation. Technological Education candidates are introduced to the Ministry’s Grade 9/10 curriculum in the courses taken before the Grade 9/10 practicum. At the conclusion of the fall semester, candidates complete their first practicum. This course sequence is based on the principles advocated in current research in general technological education. Specialist High Skills Majors and cooperative education are covered in the winter semester of the program, in conjunction with the Ontario Curriculum for Grades 11/12, before the second practicum in the Senior division, so that candidates can appropriately support Grade 11 and12 students. Candidates in the Technological Education program acquire knowledge and practice in their own area of technological specialization as well as familiarity with a range of expertise corresponding to the specializations of other candidates registered in the program.

Conclusion

Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 6 is fully satisfied for the regular consecutive, concurrent and the multi-session (alternative delivery format) consecutive programs and the multi-session consecutive program for Technological Education including complying with the definition of a multi-session program as defined in the Teachers’ Qualifications Regulation.

Requirement 7

Students are assessed and informed of their progress on an ongoing basis throughout the program.

Findings

The evidence indicates that teacher candidates are assessed and informed of their progress on an ongoing basis throughout all programs of professional education reviewed.

The Faculté has a policy that sets out guidelines for assessment in the program. The assessment and evaluation practices attest to a range of assessment methods which are adapted and distributed throughout the program.

The course outlines are indicative of a formative evaluation practice. Professors provide candidates with continual feedback to illustrate what they would have to apply in their future professional practice. Candidates and alumni express satisfaction with the methods of assessment and evaluation, their frequency and the monitoring of their progress. Artifacts of marked assignments include comments designed to improve candidates’ work.

The Practicum Handbook sets out the expectations for assessment of the practica, including the procedures and the frequency of feedback. The practica are evaluated formatively using two checklists before their summative evaluation. The Handbook also confirms the use of practicum evaluation forms produced by the Faculté, and the supervision mechanisms throughout the practicum.

Conclusion

Based on 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 in subparagraph 2v of subsection 1(2) and subsection (2).

Subparagraph 2v of subsection 1(2) sets out that “…a program of professional education … includes … a minimum of 40 days of practical experience in schools or in other situations approved by the College for observation and practice teaching.”

Subsection 9. (2) sets out that the requirements for the practicum portion of the programs 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.
Revoked - see subparagraph 2v of subsection 1(2)
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 multi-session consecutive program for Technological Education fully satisfies all of the required components for Requirement 8. Some required components are not fully satisfied for the regular consecutive, concurrent and the multi-session (alternative delivery format) consecutive programs. All programs include at least 40 days of practical experience supervised and assessed by an experienced teacher. A faculty member is appointed as an advisor for teacher candidates in all programs. Additional evidence is required to confirm that the practica for the regular consecutive, concurrent and the multi-session (alternative delivery format) consecutive programs involve observation and practice teaching in instructional settings that use the Ontario curriculum. There was evidence that some candidates in these three programs do not complete a practicum that reflects the required divisions and/or relevant subject areas.

The practicum compilation table provided by the Faculté and the programs’ practicum coordinators confirmed that all programs include a minimum of 40 days of practical experience. To successfully complete the practical experience component of the programs, candidates must satisfactorily complete two practica in a school setting, participate in the compulsory integration seminars and produce a satisfactory professional learning portfolio for each practicum. The practicum period for the regular consecutive program and the concurrent program is divided into two blocks of 25 days. These two placements are scheduled at the end of the fall and winter semesters. The practicum period for the multi-session consecutive program in Technological Education is divided into two blocks of 20 days. These placements are scheduled at the end of the fall and winter semesters. For the multi-session alternative format consecutive program, practicum placements in blocks of 25 days each are scheduled throughout the year to respond to the availability of placements for candidates teaching on letters of permission from the Ministry of Education.

The programs reviewed usually include observation and practice teaching in an instructional setting, in schools or other situations that use the Ontario curriculum. However, the practicum compilation table and the practicum coordinators for the regular consecutive, concurrent and the multi-session (alternative delivery format) consecutive programs, as well as some program alumni, attested that a small number of practicum placements were completed in a private school. The practicum coordinators were unable to confirm that all private school settings chosen for practicum placements used the Ontario curriculum. Some candidates in the Intermediate/Senior option whose elective teaching subject was French as a Second Language completed one of their practica in an English-language or immersion school, which is in accordance with College policy. The Practicum Coordinator for the Technological Education program confirmed that Grade 9/10 and Grade 11/12 practicum placements for all candidates took place in French-language schools in Ontario’s public school system and that these placements included observation and practice teaching.

The practicum compilation table for the regular consecutive, multi-session (alternative delivery format) consecutive and the concurrent program identified that some teacher candidates did not complete practica in each division and/or relevant subject areas as required. In the regular consecutive, concurrent and the multi-session (alternative delivery format) consecutive programs some candidates are unable to complete both practica, including observation and practice teaching, in two different divisions. If the Faculté is unable to place candidates in the required second division for their second practicum (for instance, a candidate in the Primary/Junior program is placed in a primary classroom for a second time), candidates must also complete an alternate placement in the second division in the same school. This alternate placement is completed in the other divisional classroom setting in one of the following configurations: three consecutive days or three days over more than one week or 10 lessons over a 10-day period in one subject in regular class time. While this placement may involve practice teaching, in some instances it involves only observation. The practicum compilation table provided by the Faculté also confirmed that some candidates completed placements in classroom assignments that do not meet the regulatory requirement. For example, some candidates received practicum placements in the Programme d’appui aux nouveaux arrivants (“PANA”), Special Education or literacy and/or numeracy coaching. Candidates in the Technological Education program receive placements in both Grade 9/10 and Grade 11/12 in their area of specialization.

An experienced teacher supervises the candidates and assesses their practicum in all of the programs reviewed. The Faculté Practicum Handbook identifies that associate teachers are responsible for assessing practice teaching. School principals, practicum coordinators and associate teachers confirm that an experienced teacher supervises candidates and assesses their practicum in accordance with the forms provided by the Faculty. Associate teachers must be members of the Ontario College of Teachers, be recommended by their principal, and have at least two years of teaching experience. In the multi-session (alternative delivery format) consecutive program, candidates with a teaching contract in a Ministry-approved school can complete a practicum in their classroom, evaluated by their principal or vice-principal using the formative and summative evaluation forms developed by the Faculté. It was confirmed that all alternative practicum placements designed to respond to the circumstances of candidates in multi-session programs are assessed appropriately by a certified and experienced member of the profession.

The Practicum Handbook, faculty members and program coordinators confirmed that in all programs both full-time and part-time faculty members act as faculty advisors who supervise candidates during their practicum. Faculty advisors lead the compulsory practicum integration seminars, and ensure that candidates are familiar with policies outlined in the Practicum Handbook. They are also responsible for assessing the professional learning portfolio that candidates complete following each practicum. Candidates are visited by a faculty advisor at least once during a practicum. Contact between a candidate, the faculty advisor and the associate teacher is also maintained by email, telephone calls and videoconferencing. When a candidate’s practicum takes place in a remote region, the faculty advisor maintains weekly contact with the candidate and communicates directly with the associate teacher concerning the candidate’s progress. Associate teachers confirmed the support they receive from the Faculté and the presence and support of the Practicum coordinator and faculty advisor.

Conclusion

Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 8 is fully satisfied for the multi-session consecutive technological education program and substantially satisfied for the regular consecutive, concurrent and the multi-session (alternative delivery format) consecutive programs.

Reasons for Conclusion

Evidence confirmed that a small number of practica in the regular consecutive, concurrent and the multi-session (alternative delivery format) consecutive programs were completed in a private school. The practicum coordinators for these programs were unable to confirm that all private school settings used the Ontario curriculum.

Some private schools are registered with the Ministry of Education, but are not required to offer the Ontario curriculum at the elementary level. At the secondary level, only schools which wish to offer the Ontario Secondary School Diploma are required to use the curriculum and follow Ministry policy. It is necessary that the Faculté ensure that practicum coordinators understand these distinctions when assigning placements, and that private schools which host teacher education candidates use Ontario Ministry of Education curriculum documents and that their associate teachers are certified in Ontario.

Evidence also confirmed that some candidates in in the regular consecutive, concurrent and the multi-session (alternative delivery format) consecutive programs did not complete practica in each division or relevant subject areas as required. The practicum compilation table provided by the Faculté confirmed that some candidates completed placements in assignments that do not meet the requirement. Some candidates completed practicum placements in roles or areas that are not directly related to an Ontario curriculum subject area, for example, placements in the Programme d’appui aux nouveaux arrivants (“PANA”), Special Education or literacy and/or numeracy coaching.

Special education, PANA and literacy/numeracy coaching placements do not satisfy Requirement 8. Candidates in Intermediate/Senior placements must observe and teach in a subject area identified in Schedules A or B of the Teachers’ Qualifications Regulation (TQR). Candidates in Primary/Junior placements must observe and teach the Ontario curriculum subjects particular to those divisions, and may not undertake a practicum focused on any particular subject.

Under exceptional circumstances for candidates employed on a letter of permission by a school board, the Faculté uses an alternate practicum practice, especially for placements in the Junior division, when some candidates have been unable to complete their two practica in two different divisions. The placement must be structured in such a way as to enable candidates to undertake teaching in the division and to receive a formative and summative evaluation.

The Accreditation Committee accepts that the Faculté intends to ensure that all practica requirements are satisfied for all programs reviewed.

Fully satisfying this requirement for the regular consecutive, concurrent and the multi-session (alternative delivery format) consecutive programs is contingent upon the Dean of the Faculté d’éducation at the Université d’Ottawa submitting evidence acceptable to the Accreditation Committee that the practicum placements for these programs include observation and practice teaching in schools or other situations that use the Ontario Curriculum and that the placements enable every teacher candidate to participate in settings related to each division and at least one relevant subject area for the program.

To fully satisfy this condition for the regular consecutive, concurrent and the multi-session (alternative delivery format) consecutive programs, the Dean could provide detailed evidence of the following, for example, for the committee to consider:

published policies describing the requirement for non-publically funded practica sites to be instructional settings that use the Ontario curriculum, such as a Practica Handbook for the program and/or other forms of communication with teacher candidates and practicum partners outlining criteria, and
names of practica sites for schools that are non-publically funded, or other approved settings, with information to verify whether the setting is a school that uses the Ontario curriculum, and that associate teachers are experienced Ontario certified teachers, and
a practicum compilation table that describes the practicum placements for teacher candidates, identifying length for the placement, divisions, nature of experience (i.e. observation, teaching, observation and teaching), single or multi-subjects, name of the placement school, and
a description of the quality assurance processes in place for tracking future teacher candidate placements and verifying that the practica experience complies with all regulatory requirements.

The Dean must submit evidence to the College within three years of its receipt of the Accreditation Committee’s decision. Once the Dean provides information that the Accreditation Committee finds to be acceptable evidence, Requirement 8 will be fully satisfied for these programs.

Requirement 9

Successful completion of the practicum is a requirement for successful completion of the program.

Findings

The evidence indicates that successful completion of the practicum is required for successful completion of the programs reviewed.

The Teacher Education Student Guide and the Practicum Handbook confirm that candidates must successfully complete two practicum assignments before they can be reported to the Ontario College of Teachers for a Certificate of Qualification and Registration. Interviews with program candidates, various stakeholders, the practicum coordinator and the practicum supervisors confirmed that successful completion of two practicum placements is required for successful completion of the programs.

Conclusion

Based on 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 multi-session Technological Education program are appropriate for Grades 9/10 and Grades 11/12. The Primary/Junior and Intermediate/Senior areas of study in the regular consecutive, concurrent and the multi-session (alternative delivery format) consecutive program include divisionally-appropriate method courses. Additional evidence is required to verify that all divisionally appropriate teaching method courses are included in the Junior/Intermediate options for these programs.

Candidates in the Primary/Junior areas of study take the following method courses: Teaching Elementary Language Arts, Teaching Elementary Arts (including all four strands), Teaching Elementary Social Sciences and Humanities, Teaching Elementary Mathematics, and Teaching Elementary Science and Technology. Recently the Senate of Ottawa University approved the addition of a three credit course covering Kindergarten and Physical Education and Health Education to the Primary/Junior areas of study. The committee was assured that this required course will be implemented beginning in September 2013. Although the Kindergarten and Physical Education and Health Education curriculum is not yet compulsory in the Primary/Junior programs, the faculty will make it a compulsory component of the programs in 2013.

All candidates in the Intermediate/Senior areas of study take method courses which correspond to their teachable subjects.

Candidates in the Junior/Intermediate areas of study take the following method courses: Teaching Elementary Language Arts, Teaching Elementary Arts (including all four strands), Teaching Elementary Social Sciences and Humanities, Teaching Elementary Mathematics, Teaching Elementary Science and Technology, and one Teaching Course Elective from Schedule A for the Intermediate Division. The Committee did not see evidence of a method course for Teaching Health and Physical Education in the Junior Division.

In the multi-session consecutive Technological Education program, the Faculté d’éducation prepares technical skills profiles for each of the ten specializations which are part of the Ontario curriculum: Construction Technology, Technological Design, Manufacturing Technology, Transportation Technology, Computer Technology, Hospitality and Tourism, Green Industries, Health Care, Hairstyling and Aesthetics and Communications Technology. Candidates select one of these specializations when they register for the program. Candidates in the Technological Education program acquire not only knowledge and practice in their own area of technological specialization but some familiarity with a range of expertise corresponding to the specializations of other candidates registered in the program.

Conclusion

Based on the information provided for the Accreditation Committee to consider, it finds that that Requirement 10 is fully satisfied for the multi-session consecutive Technological Education program and substantially satisfied for the regular consecutive, concurrent and the multi-session (alternative delivery format) consecutive programs.

Reasons for Conclusion

Although the Kindergarten and Health and Physical Education curriculum is not yet compulsory in the regular consecutive, concurrent and the multi-session (alternative delivery format) consecutive programs with areas of study in the Primary/Junior divisions, the committee’s decision is based on the understanding that the Faculté will make it a compulsory component of the programs in 2013.

The Junior/Intermediate option of the regular consecutive, concurrent and multi-session (alternative delivery format) consecutive programs must cover course content that addresses the curriculum and pedagogy particular to teaching Health and Physical Education in the Junior division.

Fully satisfying this requirement for the Junior/Intermediate areas of study in the regular consecutive, concurrent and multi-session (alternative delivery format) consecutive programs is contingent upon the Dean of the Faculté d’éducation at the Université d’Ottawa submitting evidence acceptable to the Accreditation Committee that the program curriculum content includes teaching methods in Health and Physical Education appropriate for the Junior Division.

The Accreditation Committee accepts that the Faculté intends to ensure that the teaching method courses in all programs and respective options are divisionally appropriate.

an explanation of how the Faculté will ensure that all candidates in the Junior/ Intermediate divisions will be prepared to teach Health and Physical Education in the Junior division, such as by means of a revised table of courses, according to teaching divisions, and
course outlines for one or more method courses for the Junior area of study in these programs that explicitly reference division-appropriate Ontario curriculum content in Health and Physical Education, as well as subject-appropriate pedagogy, resources and delivery format, and
artifacts verifying that the content has been addressed, such as teacher candidate assignments reflecting the application of Health and Physical Education teaching methods or relevant summaries of outcomes of student course evaluations and/or faculty program reviews.

Requirement 11

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.

Findings

The evidence indicates that the teaching theory and foundation courses in all programs reviewed include human development and learning and legislation and government policies relating to education.

Specific mandatory courses covering human development and learning are found in all programs; for example, Processus d’apprentissage et d’évaluation (Learning and Evaluation Process) and Gestion de classe et des différences individuelles (Classroom Management and Differentiated Instruction) are included in the regular consecutive, concurrent and the multi-session (alternative delivery format) consecutive programs. Whereas Éducation et enseignement – Études technologiques au cycle intermédiaire (Education and Teaching Technological Education in the Intermediate Division), Principes d’apprentissage appliqués à l’enseignement technologique (Principles of Learning Applied to Technological Education) and Éducation et enseignement –Études technologiques au cycle supérieur (Education and Teaching Technological Education in the Senior Division) cover this topic in the consecutive Technological Education program. Candidates confirmed that child and adolescent development theory was taught systematically throughout the courses in the program.

In all programs except the multi-session Technological Education program teacher candidates take the course Le System Scolaire Franco-Ontarien (The Franco-Ontarian School System) which covers legislation and government policies relating to education. In the multi-session Technological Education program, human development and learning are covered in courses, such as Éducation et enseignement – Études technologiques au cycle intermédiaire (Education and Teaching Technological Education in the Intermediate Division), Principes d’apprentissage appliqués à l’enseignement technologique (Principles of Learning Applied to Technological Education) and Éducation et enseignement – Études technologiques au cycle supérieur (Education and Teaching Technological Education in the Senior Division). Technological Education teacher candidates take Principes administratifs et professionnels en milieu scolaire Administrative and Professional Principles in the School Setting) where they are introduced to legislation and government policies within Ontario’s school system.

Conclusion

Based on 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 programs of professional education 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.

All of the full-time faculty members except one have a doctoral degree and 32 of the 45 part-time faculty members have a master’s degree. Tenure and tenure-track professors are required to teach at both the undergraduate and graduate levels and to conduct research.
In 2009-2010, 44% of courses were taught by full-time professors and 56% by part-time professors. The program is designed to share expertise between full-time and part-time professors in the programs.

Faculty members, from the Ottawa, Toronto and Windsor campuses, possess appropriate academic qualifications, and educational field expertise for the various programs. An analysis of course offerings in relation to professors’ curricula vitae shows that professors have appropriate experience in the field of education, and appropriate expertise in the divisions and components of the program. According to this data, the Faculty requires part-time professors to have experience in teaching elementary or secondary school, or in school administration, or have relevant experience teaching courses in the same field of specialization since the implementation of the new Ontario curriculum in the subject being taught. The curricula vitae of recently hired part- and full-time professors provide evidence that they have experience in the field for the course being taught, as well as in the divisions that are covered in their program. Part-time professors who do not possess recent experience in a school setting, such as occasional teaching, in the past five years are required to update their knowledge and skills by participating in mandatory professional development such as successful completion of master’s level courses, workshops or training sessions on Ministry initiatives.

Faculty members working in the Technological Education program have appropriate experience in the field of education, as well as appropriate expertise in the divisions and components of this program. Analysis of the professors’ curriculum vitae confirms that at least two of the professors teaching in the program have a master’s degree and all possess appropriate experience in the field of technological education.

Conclusion

Based on 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 Faculté d’éducation at the Université d’Ottawa maintains adequate internal controls to preserve the integrity of student records relating to the programs reviewed.

Documentation and interviews confirm that the institution is fulfilling its commitment to preserve the confidentiality and privacy of the personal information in student records from admission to graduation.

Best practices in the field, and from associations such as AACRAO and ARUCC, are utilized to hone and update the methods the University uses for the security and retention of records and for its privacy policies.

The academic record keeping policies of candidates in all programs at all three campuses (Ottawa, Glendon and Windsor) follow the same procedure and are preserved according to the rules governing the University’s records management. The records for all three campuses are kept at the Faculté’s Secretariat in Ottawa.

The University is subject to the Freedom of Information and Protection of Privacy Act (“FIPPA”), which it has demonstrated through the development of policies and procedures governing storage and retention of, access to and protection of the paper and electronic records of students at the University.

Conclusion

Based on 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 Faculté d’éducation at Université d’Ottawa is committed to continuous improvement and quality assurance and has implemented measures demonstrating that commitment for the programs reviewed.

A prime example of the commitment of the Faculté to continuous improvement is the revision of the conceptual framework for the programs of teacher education undertaken in 2011 and 2012. In 2011, reflection by the Faculté led to the components of the conceptual framework being reduced from four to three. Two components from the earlier conceptual framework, knowledge and management, are now interwoven into a single component – knowledge and competencies. As well, an eighth statement of principle concerning the integration of information and communication technologies in teaching was added. In 2012, links between the conceptual framework and current research in teacher education were articulated, and learning outcomes for the programs were determined. As well, Vision 2015, the Faculté d’éducation’s strategic plan, aligns with the University’s strategic plan. It targets six objectives: the revision of the conceptual framework, the development of online courses, the homogenization of course quality, spearheaded by the program council, the drafting of instructions for developing course outlines, and the increased use of information and communication technologies.

Regular measures demonstrating a commitment to continuous improvement include the evaluation of courses and professors by candidates. The results of these evaluations are available online to all candidates and professors, and are considered when decisions are made about the renewal of contracts and the awarding of seniority points. The Director of the Teacher Education Programs reviews and validates all course outlines prior to the start of each session. Program Councils and their related sub-committees meet regularly to discuss program content and structure.

Candidates from all campuses confirmed participating in informal meetings with the Program Director and or Program Coordinators, to share concerns and requests for improvement such as the need for an electronic portal for the Toronto campus or the addition of professors at the Windsor and Toronto campuses.

Conclusion

Based on 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 there is a Teacher Education Advisory Council (TEAC) or similar body that functions in an advisory and liaison capacity in relation to the programs reviewed.

The Faculté has a liaison committee for the pre-service teacher education programs. There are also two advisory committees, one on the Toronto campus and the other on the Windsor campus, to more clearly identify the needs in the school setting and to function in a liaison capacity for the off-campus program sites.

The three committees consist of education partners and encourage the exchange of information and liaison among the main stakeholders in relation to the teacher education programs. These liaison and/or advisory committees enable the Faculté d’éducation to make decisions concerning improvements to the delivery of the teacher education program with the help of its education partners. According to the meeting agendas, minutes of meetings and interviews, the role of the liaison committee on the Ottawa campus appears somewhat different from that of the advisory committees in terms of involvement and meeting frequency. The liaison committee on the Ottawa campus meets three times a year whereas the advisory committees on the Toronto and Windsor campuses meet only once a year.

The agendas and minutes of meetings confirm that the committees function in an advisory capacity. While there is a lack of formal contact or discussion between the three committees, the Minutes of each of the committees confirm that the Program Director adequately represents the Faculté d’éducation on all three committees.

Conclusion

Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 15 is fully satisfied.

Decision of the Accreditation Committee

General Accreditation
For the reasons set out above, the Accreditation Committee finds that the following French-language program of professional education offered by the Faculté d’éducation at Université d’Ottawa fully satisfies the requirements of Regulation 347/02, Accreditation of Teacher Education Programs:

Multi-session consecutive program of professional education with areas of study in Technological Education subjects at the Grades 9/10 and Grades 11/12 level, leading to a Bachelor of Education degree or a Certificate in Education

The Accreditation Committee grants general accreditation to this program for a period of seven years until April 15, 2020 or for an amended period of time that is in accordance with Section 15 of Regulation 347/02, Accreditation of Teacher Education Programs.

General Accreditation with Conditions
For the reasons set out above, the Accreditation Committee finds that the following French-language programs of professional offered by the Faculté d’éducation at Université d’Ottawa substantially satisfy Requirements 8 and 10 and fully satisfy all other requirements of Regulation 347/02, Accreditation of Teacher Education Programs:

Consecutive program of professional education with areas of study in the Primary/ Junior, Junior/Intermediate and Intermediate/Senior divisions, leading to a Bachelor of Education degree
Multi-session consecutive program of professional education with areas of study in the Primary/Junior and Junior/Intermediate divisions, leading to a Bachelor of Education degree (alternative delivery format)
Concurrent program of professional education with areas of study in the Primary/Junior, Junior/Intermediate and Intermediate/Senior divisions, leading to a Bachelor of Education degree

The Accreditation Committee grants general accreditation with conditions as noted below to these programs for a period of seven years until April 15, 2020 or for an amended period of time that is in accordance with Section 15 of Regulation 347/02, Accreditation of Teacher Education Programs.

Requirement 8
Fully satisfying this requirement for the regular consecutive, concurrent and the multi-session (alternative delivery format) consecutive programs is contingent upon the Dean of the Faculté d’éducation at the Université d’Ottawa submitting evidence acceptable to the Accreditation Committee that the practicum placements for these programs include observation and practice teaching in schools or other situations that use the Ontario Curriculum and that the placements enable every teacher candidate to participate in settings related to each division and at least one relevant subject area for the program.

published policies describing the requirement for non-publically funded practica sites to be instructional settings that use the Ontario curriculum, such as a Practica Handbook for the program and/or other forms of communication with teacher candidates and practicum partners outlining criteria, and
names of practica sites for schools that are non-publically funded, or other approved settings, with information to verify whether the setting is a school that uses the Ontario curriculum, and that associate teachers are experienced Ontario certified teachers, and
a practicum compilation table that describes the practicum placements for teacher candidates, identifying length for the placement, divisions, nature of experience (i.e. observation, teaching, observation and teaching), single or multi-subjects, name of the placement school, and
a description of the quality assurance processes in place for tracking future teacher candidate placements and verifying that the practica experience complies with all regulatory requirements.

Requirement 10
Fully satisfying this requirement for the Junior/Intermediate areas of study in the regular consecutive, concurrent and multi-session (alternative delivery format) consecutive programs is contingent upon the Dean of the Faculté d’éducation at the Université d’Ottawa submitting evidence acceptable to the Accreditation Committee that the program curriculum content includes teaching methods in Health and Physical Education appropriate for the Junior Division.

The committee believes that the Faculté intends to ensure that the teaching method courses in all programs and respective options are divisionally appropriate.

an explanation of how the Faculté will ensure that all candidates in the Junior/ Intermediate divisions will be prepared to teach Health and Physical Education in the Junior division, such as by means of a revised table of courses, according to teaching divisions, and
course outlines for one or more method courses for the Junior area of study in these programs that explicitly reference division-appropriate Ontario curriculum content in Health and Physical Education, as well as subject-appropriate pedagogy, resources and delivery format, and
artifacts verifying that the content has been addressed, such as teacher candidate assignments reflecting the application of Health and Physical Education teaching methods or relevant summaries of outcomes of student course evaluations and/or faculty program reviews.

As required in Section 16. (1) of Regulation 347/02, Accreditation of Teacher Education Programs, the Dean of the Faculté d’éducation shall submit to the Accreditation Committee, within six months of the Accreditation Committee issuing its decision, a plan outlining the methods and estimated time for satisfying the aforementioned condition of accreditation, and report annually to the committee on the progress in satisfying the condition.

Accreditation Committee
Ontario College of Teachers
April 15, 2013

Multi-session Consecutive Program Change Decision

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La Faculté d’éducation, Université d’Ottawa, the “Faculté”, submitted a program change application on March 12, 2015 to add a full distance education delivery format to the following accredited program of professional education:

Multi-session consecutive program of professional education with areas of study in the Primary/Junior and Junior/Intermediate divisions, leading to a Bachelor of Education degree (French-language program offered by partial distance education)

The Accreditation Committee confirms that the following program, as modified below, continues to qualify for general accreditation with conditions for a period of seven years until April 15, 2020 or for an amended period of time that is in accordance with Section 15 of Regulation 347/02, Accreditation of Teacher Education Programs:

Multi-session consecutive program of professional education with areas of study in the Primary/Junior and Junior/Intermediate divisions, leading to a Bachelor of Education degree (French-language program offered by partial or full distance education)

Conditions

The conditions on the modified multi-session consecutive program are as follows:

Requirement 6 as set out in this decision;
Requirement 8 as originally set out in the decision of the Accreditation Committee dated April 15, 2013 for the multi-session consecutive program and set out in this decision; and
Requirement 10 as set out in this decision.

Requirement 6

1. To fully satisfy the condition that all course outlines for the proposed program include a section detailing an explicit integration of the conceptual framework, the Dean could provide detailed evidence of the following, for example, for the committee to consider:

a universal template for course outlines for the program that includes a section identifying how the course relates to one or more components of the program’s conceptual framework, and
affirmation from the Dean of a policy requiring the use of the template.

2. To fully satisfy the condition that the program curriculum content includes teaching methods in Health and Physical Education appropriate for the Primary/Junior division and for the Junior component of the Junior/Intermediate program, the Dean could provide detailed evidence of the following, for example, for the committee to consider:

an explanation of how the Faculté will ensure that all candidates in the Primary/Junior divisions will be prepared to teach Health and Physical Education, such as by means of a revised table of courses, according to teaching divisions, and
an explanation of how the Faculté will ensure that all candidates in the Junior/ Intermediate divisions will be prepared to teach Health and Physical Education in the Junior division, such as by means of a revised table of courses, according to teaching divisions, and
course outlines for one or more method courses for the Primary/Junior and Junior/Intermediate areas of study in this program that explicitly reference division-appropriate Ontario program and curriculum content in Health and Physical Education, as well as subject-appropriate pedagogy, resources and delivery format, and
artifacts verifying that the content has been addressed, such as teacher candidate assignments reflecting the application of Health and Physical Education teaching methods or relevant summaries of outcomes of student course evaluations and/or faculty program reviews.

The Dean must submit evidence to the College by June 18, 2016. Once the Dean provides information that the Accreditation Committee finds to be acceptable evidence for both conditions, Requirement 6 will be fully satisfied for this program.

Requirement 8

Fully satisfying this requirement is contingent upon the Dean of the Faculté d’éducation at the Université d’Ottawa submitting evidence acceptable to the Accreditation Committee, that the practicum placements for these programs include observation and practice teaching in schools or other situations that use the Ontario Curriculum and that the placements enable every teacher candidate to participate in settings related to each division and at least one relevant subject area for the program.

3. To fully satisfy this condition, the Dean could provide detailed evidence of the following, for example, for the committee to consider:

published policies describing the requirement for non-publically funded practica sites to be instructional settings that use the Ontario curriculum, such as a Practica Handbook for the program and/or other forms of communication with teacher candidates and practicum partners outlining criteria, and
names of practica sites for schools that are non-publically funded, or other approved settings, with information to verify whether the setting is a school that uses the Ontario curriculum, and that associate teachers are experienced Ontario certified teachers, and
a practicum compilation table that describes the practicum placements for teacher candidates, identifying length for the placement, divisions, nature of experience (i.e. observation, teaching, observation and teaching), single or multi-subjects, name of the placement school, and
a description of the quality assurance processes in place for tracking future teacher candidate placements and verifying that the practica experience complies with all regulatory requirements.

The Dean must submit evidence to the College within three years of its receipt of the Accreditation Committee’s decision (June 18, 2016). Once the Dean provides information that the Accreditation Committee finds to be acceptable evidence, Requirement 8 will be fully satisfied for this program.

Requirement 10

4. To fully satisfy the condition that the program curriculum content includes teaching methods in Health and Physical Education appropriate for the Primary/Junior division and for the Junior component of the Junior/Intermediate program, the Dean could provide detailed evidence of the following, for example, for the committee to consider:

an explanation of how the Faculté will ensure that all candidates in the Primary/Junior divisions will be prepared to teach Health and Physical Education, such as by means of a revised table of courses, according to teaching divisions, and
an explanation of how the Faculté will ensure that all candidates in the Junior/ Intermediate divisions will be prepared to teach Health and Physical Education in the Junior division, such as by means of a revised table of courses, according to teaching divisions, and
course outlines for one or more method courses for the Primary/Junior and Junior/Intermediate areas of study in this program that explicitly reference division-appropriate Ontario program and curriculum content in Health and Physical Education, as well as subject-appropriate pedagogy, resources and delivery format, and
artifacts verifying that the content has been addressed, such as teacher candidate assignments reflecting the application of Health and Physical Education teaching methods or relevant summaries of outcomes of student course evaluations and/or faculty program reviews.

The Dean must submit evidence to the College by June 18, 2016. Once the Dean provides information that the Accreditation Committee finds to be acceptable evidence, Requirement 10 will be fully satisfied for this program.

Accreditation Committee

Ontario College of Teachers
May 26, 2015

Decision Regarding the Enhanced Teacher Education Program Verification Report

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Confirmation of Accreditation

The Accreditation Committee finds that the following programs of professional education offered by the Faculté d'éducation at l’Université d'Ottawa fully satisfy the accreditation requirements of Regulation 347/02, Accreditation of Teacher Education Programs as they read on September 1, 2015:

Consecutive program of professional education with areas of study in the Primary/Junior, Junior/Intermediate and Intermediate/Senior divisions, leading to a Bachelor of Education degree
Multi-session consecutive program of professional education with areas of study in the Primary/Junior and Junior/Intermediate divisions, leading to a Bachelor of Education degree (French-language program offered by partial or full distance education)
Concurrent program of professional education with areas of study in the Primary/Junior, Junior/Intermediate and Intermediate/Senior divisions, leading to a Bachelor of Education degree

In making this decision, the committee has removed previous conditions on the programs as follows:

Conditions 8 and 10

Consecutive program of professional education with areas of study in the Primary/Junior, Junior/Intermediate and Intermediate/Senior divisions, leading to a Bachelor of Education degree
Concurrent program of professional education with areas of study in the Primary/Junior, Junior/Intermediate and Intermediate/Senior divisions, leading to a Bachelor of Education degree

Conditions 6, 8 and 10

Multi-session consecutive program of professional education with areas of study in the Primary/Junior and Junior/Intermediate divisions, leading to a Bachelor of Education degree (French-language program offered by partial or full distance education)

The Accreditation Committee confirms general accreditation of these programs to continue until April 15, 2020.

Revocation of Accreditation

In accordance with subsection 15.2 (2) and 15.2 (3), the Accreditation Committee did not receive a verification report to confirm whether the following program of professional education offered by the Faculté d'éducation, l’Université d'Ottawa substantially satisfies the requirements for accreditation in Regulation 347/02, Accreditation of Teacher Education Programs as they read on September 1, 2015:

Multi-session consecutive program of professional education with areas of study in Technological Education subjects at the Grades 9/10 and Grades 11/12 level, leading to a Bachelor of Education degree or a Certificate in Education

Pursuant to its authority under subsection 15.2(5) of the Accreditation Regulation, the Accreditation Committee revokes accreditation of this program effective May 31, 2016.

Accreditation Committee
Ontario College of Teachers
May 31, 2016

Decision of the Accreditation Committee

Read the Full Decision

For the reasons set out in the findings above, the Accreditation Committee confirms that the following programs, as modified, qualify for general accreditation without conditions until the existing expiry date of April 15, 2020 or for an amended period of time that is in accordance with Section 15 of Regulation 347/02, Accreditation of Teacher Education Programs:

Consecutive program of professional education with areas of study in the Primary/Junior, Junior/Intermediate and Intermediate/Senior divisions, leading to a Bachelor of Education degree (French-language program)
Multi-session consecutive program of professional education with areas of study in the Primary/Junior and Junior/Intermediate divisions, leading to a Bachelor of Education degree (French-language program offered by partial or full distance education)
Concurrent program of professional education with areas of study in the Primary/Junior, Junior/Intermediate and Intermediate/Senior divisions, leading to a Bachelor of Education degree (French-language program)

Accreditation Committee
Ontario College of Teachers
October 25, 2017

Amendment to Expiry Date

Pursuant to Section 15.(2)(0.a) of the Accreditation Regulation, the Accreditation Committee granted an extension of up to one year to the general accreditation for these programs.

Find a Teacher

Accreditation Committee Decision

Université d’Ottawa Faculté d’éducation

Application for Renewal of Accreditation of French-language Program

Introduction

Decision of the Accreditation Committee at its Meeting of April 15, 2013

Requirements and Findings

Findings

Conclusion

Findings

Conclusion

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Reasons for Conclusion

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Conclusion

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Reasons for Conclusion

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Conclusion

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Findings

Conclusion

Decision of the Accreditation Committee

Accreditation Committee Ontario College of Teachers April 15, 2013

Multi-session Consecutive Program Change Decision

Decision Regarding the Enhanced Teacher Education Program Verification Report

Confirmation of Accreditation

Conditions 8 and 10

Conditions 6, 8 and 10

Revocation of Accreditation

Decision of the Accreditation Committee

Accreditation Committee Ontario College of Teachers October 25, 2017

Amendment to Expiry Date

Accreditation Committee Ontario College of Teachers September 17, 2019

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Université d’Ottawa
Faculté d’éducation

Accreditation Committee
Ontario College of Teachers
April 15, 2013

Accreditation Committee
Ontario College of Teachers
October 25, 2017

Accreditation Committee
Ontario College of Teachers
September 17, 2019