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Accreditation Committee Decision

Untitled Document

York University Faculty of Education

Application for Addition to an Accredited Program

Addition of a new component to the part-time consecutive program of professional education with areas of study in Technological Education subjects at the Grades 9/10 and Grades 11/12 levels, leading to a Bachelor of Education degree


Accreditation Committee Decision Regarding the Application for Accreditation Submitted by York University, Faculty of Education


INTRODUCTION

The Faculty of Education at York University submitted an application on June 3, 2013 for an addition of a new component to the accredited part-time consecutive program of professional education:

  • Part-time consecutive program of professional education with areas of study in Technological Education subjects at the Grades 9/10 and Grades 11/12 levels, 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 program 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 program reviewed.

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

  • three members of Council, all of whom are members of the Accreditation Committee, including at least one appointed member of Council
  • one Ontario College of Teachers member who is not a Council member
  • a roster member with experience as an educator in a faculty of education and expertise in Technological Education programs, and
  • a person who was nominated by the Faculty of Education at York University.

In making its recommendations, the panel reviewed the application for accreditation and supplementary information provided by the faculty at the panel’s request. The panel also considered information from interviews with program personnel and written submissions received from the public.

The accreditation panel did not conduct a site visit at the Faculty of Education campus. Instead, the panel convened between August 13 and 15 at the Ontario College of Teachers (the “College”) and conducted interviews by teleconference on August 14 with the Associate Dean for Undergraduate Programs, the Practicum Coordinator, and the Program Director Technological Education.

The College notified the public of the opportunity to make a submission to the panel about the quality of the program under review by notices on the College’s website, Facebook page and Twitter account. The Faculty of Education at York University also sent emails to stakeholders in the education community informing them of the opportunity to comment on the proposed program quality, including members of the teacher education advisory committee (TEAC), its practicum partners (associate teachers and site coordinators), current teacher candidates, graduating teacher candidates of the concurrent teacher education programs, and graduating candidates of the full-time consecutive programs of professional education.

Following the review, the accreditation panel compiled a draft report of its findings and recommendations for review by the Faculty of Education at York University. The final panel report submitted to the Accreditation Committee considered the comments provided by the Associate Dean for Undergraduate Programs 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 application for an addition of a component to a program of professional education submitted by the Faculty of Education at York University qualified for accreditation.

In making its decision, the Accreditation Committee considered the Accreditation Panel Final Report dated September 30, 2013, a response from the Associate Dean for Undergraduate Programs to the panel’s draft report dated September 25, 2013, the presentation of the panel report to the Accreditation Committee and the regulatory requirements of Regulation 347/02, Accreditation of Teacher Education Programs.


Decision of the Accreditation Committee at its Meeting of October 9, 2013

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 Faculty of Education at York University 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 Faculty of Education is part of York University, a university with the authority to grant university degrees, diplomas and certificates under Section 6 of the York University Act, 1965.

In June 2012, the York University Senate approved the proposed addition of a technological education component to the part-time consecutive program. The Faculty plans to begin the program in January 2014, pending accreditation.

Conclusion

Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 1 is fully satisfied for the proposed technological addition to the part-time consecutive program

Requirement 2

The program has a clearly delineated conceptual framework.

Findings

The evidence indicates that the proposed addition of a technological education component to the part-time consecutive program of professional education will have a clearly delineated conceptual framework.

The proposed addition has a conceptual framework which applies to all accredited programs of professional education at the Faculty of Education at York University. The conceptual framework is made up of University Undergraduate Degree Level Expectations (UUDLEs) that are organized around the categories of ethical stance, curriculum, pedagogy, autonomy, and worldliness. The conceptual framework is supported by a number of policy and research documents including the Association of Canadian Deans of Education Accord on Initial Teacher Education, and the Ontario College of Teachers’ Standards of Practice for the Teaching Profession and Ethical Standards for the Teaching Profession.

Conclusion

Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 2 is fully satisfied for the proposed technological addition to the part-time consecutive program.

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 proposed addition of a technological education component to the part-time consecutive program of professional education will be consistent with and reflect the Ontario College of Teachers’ Ethical Standards for the Teaching Profession and the Standards of Practice for the Teaching Profession (the “Standards”), current research in teacher education, and the integration of theory and practice in teacher education.

The proposed addition is consistent with and reflects the College’s Standards of Practice for the Teaching Profession and Ethical Standards for the Teaching Profession. The Teacher Candidate Practicum Evaluation Protocol requires candidates to be aware of and adhere to the College’s Standards. Teacher candidates are required to develop a practicum portfolio based on the Standards that demonstrates their knowledge and skills in each of the domains. Teacher candidates are required to study the standards in the on-line tutorial Ethics and Legal Studies in Education. Elements of the Standards are integrated into UUDLEs which form the conceptual framework for the program as a learning outcome for teacher candidates.

The program is consistent with and reflects current research in teacher education. The UUDLEs that form the program’s conceptual framework are informed by the Association of Canadian Deans of Education Accord on Initial Teacher Education (2006), and the Faculty’s Report of the Academic Framework Committee which reviewed current research on teacher education to reach its conclusions.

The proposed addition is consistent with and reflects the integration of theory and practice in teacher education. The UUDLEs, which form the conceptual framework, set learning outcomes for candidates. Two of the learning outcomes, Curriculum and Pedagogy, require candidates to demonstrate skills such as knowledge of and ability to engage with curriculum, the ability to plan, deliver and assess learning, and the ability to maintain a positive and inclusive learning environment. The Teacher Candidate Practicum Evaluation Protocol has a Pass/Fail Exit Requirement for teacher candidates. It evaluates practices that provide evidence of the effective integration of theory into practice such as classroom organization, inclusive learning materials, the ability to effectively manage the class, effective management of curriculum, and student evaluation. Teacher candidates in the proposed technological education addition will experience placements with the same practicum structure and assignments as the accredited concurrent Technological Education program.

Conclusion

Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 3 is fully satisfied for the proposed technological addition to the part-time consecutive program.

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 for the proposed addition of a technological education component to the part-time consecutive program of professional education will be current, reference the Ontario curriculum, include the application of current research in teacher education and represent a wide knowledge base in the divisions and components of the program.

Currency in program curriculum is evident in the course objectives, content and bibliographies contained in the course outlines for the proposed technological education addition. The Faculty intends to update course outlines annually.  Faculty members maintain currency through activities such as the Dean’s Reading Group which meets regularly to discuss recent local, national and international research findings in the field. The Education Resource Centre maintains a current collection of print and electronic materials for school classrooms, texts, and Ontario Ministry of Education policy documents.

The program curriculum references the Ontario curriculum. The current Ministry curriculum documents for Technological Education are included in the course outlines for the compulsory method courses and available in the Education Resource Centre.

The emphasis on reflective practice in the program is an example of the application of current research in teacher education. As well, courses integrate the work of researchers in teacher education. For example, the course Inquiries into Learning references the work of Eisner, Friere and Schulman.

A wide knowledge base in the relevant divisions and components of the program is demonstrated through courses such as Curriculum Connections in Technological Education, which examines topics such as literacy, critical literacy, and Mathematics, including current Ministry of Education initiatives in those disciplines, the Sciences – Physics, Chemistry and Biology in the context of technological education, gender issues, classroom management, social justice and equity, values education, conservation, special education and Individual Education Plans (IEP), cooperative education, the Learning to 18 initiative and the Ontario Youth Apprenticeship Program (OYAP). The course Technological Education as a Teachable uses Nunley’s 2004 book on layered curriculum as a course text. Along with curriculum (in particular the design process) and classroom management, the course examines student assessment and evaluation and student safety, including relevant legislation such as Workplace Hazardous Materials Information System (WHMIS), The Occupational Health and Safety Act and The Canadian Food and Drug Act.

Conclusion

Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 4 is fully satisfied for the proposed technological addition to the part-time consecutive program.

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 of the proposed addition of a technological education component to the part-time consecutive program of professional education will include theory, method and foundation courses and will make appropriate provision for the application of theory in practice.

The course content of the proposed program will include theory. For example, the course Inquiries into Learning examines theories of knowledge such as behaviorism and constructivism and the relationship between culture, language and learning. The course Inquiries into Schooling looks at the aims of education, and schooling as induction, growth and transformation. The course Adolescent and Teacher examines theories of adolescence. The practicum seminar course and the community placement seminar course are focused on theory and expect teacher candidates to apply theory to their practicum and field experiences. One of the two Technological Education methods courses provides a theoretical framework for the teaching, learning, assessment and evaluation of students in a candidate’s area of study. The other course examines technological education in the context of cross-curricular literacy and numeracy, including how technological education can engage students who are not engaged, and where technological education fits well with student success initiatives, Learning to 18, and the Ontario Youth Apprenticeship Program.  

The two method courses in the proposed technological education addition are Curriculum Connections for Technological Education which examines instructional connections between technological education and other subjects, and Technological Education as a Teachable which focuses on teaching and assessment and evaluation in specific broad-based technologies. Foundation courses in the proposed addition, which examine the history and philosophy of schooling, as well as educational psychology, are Inquiries into Learning, Inquiries into Schooling and Adolescent and Teacher.

The course content of the program will make appropriate provision for the application of theory in practice. For example, the application of theory in practice is provided for in one of the method courses, as candidates are required to prepare lesson plans and units based on the Ontario curriculum. In the practicum course, candidates are expected to produce a portfolio that will demonstrate their ability to apply the five components of the Standards of Practice for the Teaching Profession to their teaching practice.

The Faculty’s staffing model assists in the implementation of theory in practice as it brings together faculty working on ongoing research with faculty who have extensive and current professional expertise across all aspects of compulsory schooling.

Conclusion

Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 5 is fully satisfied for the proposed technological addition to the part-time consecutive program.

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 proposed addition of a technological education component to the part-time consecutive program of professional education will be appropriate for the course content.

The pattern of educational study in the proposed technological education addition, including the practicum experience, will be the same as in the accredited concurrent Technological Education program. In developing the format and structure of the accredited program, the Faculty met with the providers of Ontario Technological Education programs that lead to an acceptable post-secondary degree. The Faculty examined the skills and knowledge the graduating students would acquire and mapped them to the overall and specific expectations listed in the various broad-based subject areas in Technological Education. They also examined literacy and numeracy skills of candidates to ensure that their academic skills were at a standard to be successful in the BEd program and examined the co-operative placement experiences integrated into the programs. The Faculty determined that graduates of these four-year programs, in order to graduate, had to demonstrate competencies that surpass the skills and knowledge related to a Technological Education subject listed in Schedule B of the Teachers’ Qualifications Regulation. Candidates accepted into the proposed technological education program will have the subject knowledge that is foundational for the teacher education program. In the program, they will learn the pedagogy necessary to teach students in grades 9 – 10 and 11 – 12 these broad-based technologies.

Candidates in the proposed part-time program addition will complete the program over a minimum period of three years and will take their classes with candidates in the concurrent Technological Education program. The structure of the program enables candidates to have knowledge of teaching foundations and teaching methods in Technological Education before they begin their practicum experiences. In May and June of the first year, candidates will complete the course Community Placement comprising eight community field practicum days and eight seminars. As well, the candidates will take the three foundation courses and an elective. In January to April of the second year the candidates will take the two teaching methods courses and an elective. Candidates will also take the Practicum course, with two-days per week during eleven weeks as a practicum experience and a 20-day practicum block in May, followed by an elective in June. In the third and final year, they again take the Practicum course, together with another 20-day practicum block. The three-part on-line tutorial on Ethics and Legal Studies in Education, forms part of the requirements of three different courses in the program, and is completed throughout the program.

Applicants to the program will hold the requisite technological education competencies, academic and work experience required to be reported to the College for certification as a technological education teacher. Candidates must have completed an approved undergraduate degree before entering the program. As required in the Teachers’ Qualifications Regulation, candidates must have either five years of work experience or an appropriate combination of post-secondary education and work experience that totals five years in order to be reported to the College. While the majority of teacher candidates for the proposed addition will have acquired the requisite work experience to qualify them for a Certificate of Qualification and Registration before they enter the program, candidates who do not have the experience required for certification will have the opportunity during the program to satisfy that requirement. Candidates cannot be reported to the College for certification without first having satisfied the work experience requirements.

Conclusion

Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 6 is fully satisfied for the proposed technological addition to the part-time consecutive program.

Requirement 7

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

Findings

The evidence indicates that teacher candidates will be assessed and informed of their progress on an ongoing basis throughout the proposed addition of a technological education component to the part-time consecutive program of professional education.

All course outlines for the accredited programs of professional education and the proposed addition follow a template that provides for a breakdown of assignments by due date. Due dates are spread across the duration of the course so that feedback on a teacher candidate’s progress will be continual.

The practicum policy for the proposed addition will be the same as that for teacher candidates in an Intermediate/Senior area of study, including those in the accredited concurrent Technological Education Program. Candidates are to meet with their mentor teacher (associate teacher) daily to discuss the practicum experience, and candidates are expected to accept feedback professionally and to adapt their teaching practice accordingly.

The Program Director of Technological Education, who is the director for the concurrent Technological Education program and the proposed addition, will serve as the faculty advisor for the candidates.  The faculty advisor is expected to provide ongoing, informal assessment and feedback to teacher candidates, in addition to the formal grade reporting that will occur after each course.

Conclusion

Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 7 is fully satisfied for the proposed technological addition to the part-time consecutive program.

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 all components of the practicum will be addressed in the proposed addition of a technological education component to the part-time consecutive program of professional education.

All candidates in the proposed program will have a practicum of more than 60 days and their practicum experiences will include observation and practice teaching in an instructional setting in schools that use the Ontario curriculum. Candidates will be able to participate in settings related to Grades 9/10 of the Intermediate division and Grades 11/12 of the Senior division, and in their technological subject area. An experienced Ontario certified teacher will supervise the teacher candidates and assess their practicum. A faculty member will be appointed as an advisor for each teacher candidate.

In the winter term of year two, candidates will spend two days per week practice teaching for eleven weeks, with a 20 day practice teaching block at the end of the academic year and a final 20 day practice teaching block at the end of the third academic year for a total of 62 days.

Teacher candidates will observe mentor (associate) teachers in their practicum and have opportunities for practice teaching. In the second year, candidates are expected to teach up to fifty per cent of the day during their block, and in the third year, up to one hundred per cent of the day during their block. The practicum experiences occur in publicly funded secondary schools, so that teacher candidates receive practicum placements in their subject area, in classes using the Ontario Ministry of Education’s grade 9 to 12 Technological Education curriculum relevant to their area of certification. Candidates will have a 20 day block practicum experience in each of an Intermediate division classroom (Grades 9/10) and a Senior division classroom (Grades 11/12).

The Program Director and the Practicum Coordinator will ensure that teacher candidates are matched with experienced mentor teachers in their subject area. The mentor teachers will assess their practicum in accordance with the Teacher Candidate Practicum Evaluation Protocol and the Faculty of Education’s practicum policy.

The Program Director of Technological Education, who is the director for the concurrent Technological Education program and the proposed addition, will serve as the faculty advisor for the candidates in both programs.

Conclusion

Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 8 is fully satisfied for the proposed technological addition to the part-time consecutive program.

Requirement 9

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

Findings

The evidence indicates successful completion of the practicum will be a requirement for successful completion of the proposed addition of a technological education component to the part-time consecutive program of professional education.

The practicum program description states that the practicum experience will be evaluated on a Pass/Fail basis and teacher candidates must obtain a pass in the host school placement experience to graduate from the program. The Pass/Fail evaluation criteria are set out in the Teacher Candidate Practicum Evaluation Protocol, and include candidates` ability to create an environment for learning, their classroom discourse and professionalism.

Conclusion

Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 9 is fully satisfied for the proposed technological addition to the part-time consecutive program.

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 proposed addition of a technological education component to the part-time consecutive program of professional education will be appropriate in relation to Grades 9/10 of the Intermediate division and Grades 11/12 of the Senior division.

The two Technological Education method courses in the proposed addition, Curriculum Connections for Technological Education and Technological Education as a Teachable, are the same methods courses present in the Technological Education area of study for the accredited concurrent program. While not preparing candidates for divisional qualifications, the teaching method courses are appropriate for teaching technological education in grades 9/10 and grades 11/12.

Conclusion

Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 10 is fully satisfied for the proposed technological addition to the part-time consecutive program.

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 the proposed addition of a technological education component to the part-time consecutive program of professional education will include courses on human development and learning, and on legislation and government policies relating to education.

The proposed addition, like all of the Faculty’s accredited teacher education programs, will include two foundation courses that focus on human development and learning, Inquiries into Learning, and Adolescent and Teacher. As well, the two mandatory Technological Education courses that form part of the accredited concurrent program and the proposed addition, Curriculum Connections for Technological Education and Technological Education as a Teachable, will address topics related to human development and understanding.

The proposed program will include content in legislation and government policies. The mandatory foundations course Inquiries into Schooling examines the way that schooling, as a compulsory experience, is organized in society. As well, all candidates in the Faculty’s accredited teacher education programs must successfully complete the on-line tutorial, Ethics and Legal Studies in Education, as a part of the mandatory course work. Topics covered in the three-part tutorial include the concept of law (common law, statutes and regulations), teacher’s and pupil’s duties under legislation, tort law, a teacher’s obligations under The Child and Family Service Act, statutory and Ministry policy obligations relating to student safety, supervision and suspension, The Youth Criminal Justice Act, teacher’s statutory duty to maintain order and discipline in the classroom, The Ontario College of Teachers’ Act, Foundations of Professional Practice (including the Standards), and employment issues. In addition, the two required method courses  cover legislation and government policies relating to Technological Education such as legislated health and safety standards, teachers’ legal responsibilities, the Ontario School Boards’ Insurance Exchange and Board Insurance, the Occupational Health and Safety Act, and the Canadian Food and Drug Act and Regulations.
                   

Conclusion

Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 11 is fully satisfied for the proposed technological addition to the part-time consecutive program.

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 who will teach in the proposed addition of a technological education component to the part-time consecutive program of professional education will be 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.

Teacher candidates in the proposed program will join existing concurrent program classes taught by current faculty. The curricula vitae provided for the faculty members that will teach in the proposed addition reflect persons with academic qualifications, practitioners with experience in technological education, and persons with expertise in the secondary division grades of the program. The faculty of education staffing model includes tenure-track professors and educators from the field.

A seconded faculty member from the accredited concurrent technological education program will be responsible for teaching the technology courses in the program, administering the program, conducting the practicum seminars, and serving as the faculty advisor for the Technological Education program candidates. This faculty member has academic qualifications in Technological Education and experience as a teacher, curriculum coordinator and program coordinator for technological education, as well as experience in cooperative education and the Ontario Youth Apprenticeship Program.

Conclusion

Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 12 is fully satisfied for the proposed technological addition to the part-time consecutive program.

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 Faculty of Education at York University will maintain adequate internal controls to preserve the integrity of teacher candidate records relating to the proposed addition of a technological education component to the part-time consecutive program of professional education.

The Office of Student Programs is responsible for teacher candidate records for all programs, including those for the proposed program. The records are maintained in accordance with the policies of the University Registrar’s Office and the provisions of Ontario’s Freedom of Information and Protection of Privacy Act.

Confidential paper and electronic information, and teacher candidate records, are held in a secure location at the Faculty. Electronic records are password protected and backed up to the larger university system. Storage areas and containers are away from public view. Teacher candidates are made aware of policies and procedures related to document storage and security.

Conclusion

Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 13 is fully satisfied for the proposed technological addition to the part-time consecutive program.

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 Faculty of Education at York University will be committed to continuous improvement and quality assurance for the proposed addition of a technological education component to the part-time consecutive program of professional education.

The continuous improvement and quality assurance measures for the proposed addition will be the same as for the Faculty’s other accredited programs of professional education. The Office of the Associate Dean – Pre-Service is responsible for the ongoing improvement of the Bachelor of Education programs. Course outlines are submitted to the Office of the Associate Dean and reviewed by the Committee of Curriculum Teaching and Learning. Each course and practicum experience is evaluated by teacher candidates, and these evaluations are available to course directors and are monitored by the Associate Dean. Regular Course Directors’ meetings include curriculum mapping exercises which ask Course Directors to evaluate their courses and program offerings in relation to the University Undergraduate Degree Level Expectations (UUDLEs) for program coherence and development. As well, the Faculty participates in periodic undergraduate program reviews by the University, which include a survey of teacher candidates and practicum partners to assist in program improvement.

Under section 1(3) of the Teachers’ Qualifications Regulation, an applicant for a general certification of qualification and registration holds technological qualifications, if, among other criteria, he or she has two years of work experience for which he or she has demonstrated competency, based on an assessment of advanced skills and knowledge, related to one of the ten technological education subjects listed in Schedule B to the Regulation. The proposed addition provides for quality assurance as does the accredited concurrent Technological Education program. The Faculty will confirm that graduates of the program hold the required technological qualifications for certification as a teacher, including two years of relevant work experience and demonstrated competency in the technological area of study.

Conclusion

Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 14 is fully satisfied for the proposed technological addition to the part-time consecutive program.

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 there will be a Teacher Education Advisory Committee (TEAC) that functions in an advisory capacity in relation to the proposed addition of a technological education component to the part-time consecutive program of professional education.

The proposed program will have a representative on TEAC, the existing committee that functions in an advisory capacity for all of the Faculty’s initial teacher education programs. The TEAC meets annually. Recent discussions include appropriate skills, technology and learning for teacher candidates, as well as the proposed expansion of teacher education programs.

The TEAC membership includes the Dean, Associate Deans (Pre-Service and Field Development), Graduate Program Director, Practicum Coordinator, other Education Faculty, and representation from the Senate, Faculty of Education’s Students’ Association, Ontario Ministries of Education and Training, Colleges and Universities, Supervisory Officers’ Associations, Principals’ Associations, Ontario Teachers’ Federation, and community organizations. The Faculty of Education confirms that a seconded faculty member with expertise in the area of technological education has been added to the TEAC.

Conclusion
Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 15 is fully satisfied for the proposed technological addition to the part-time consecutive program.


Decision of the Accreditation Committee

General Accreditation

For the reasons set out above, the Accreditation Committee finds that the following addition to the part-time consecutive program of professional education offered by the Faculty of Education at York University fully satisfies the requirements of Regulation 347/02, Accreditation of Teacher Education Programs:

  • Part-time consecutive program of professional education with areas of study in Technological Education subjects at the Grades 9/10 and Grades 11/12 levels, leading to a Bachelor of Education degree

The Accreditation Committee grants accreditation to this program addition until April 21, 2018 which is the date upon which the other areas of study in the part-time consecutive program of professional education expire, or for an amended period of time that is in accordance with Section 15 of Regulation 347/02, Accreditation of Teacher Education Programs.

Accreditation Committee

Ontario College of Teachers

October 9, 2013


Decision Regarding the Enhanced Teacher Education Program Verification Report

Read the Full Decision

Confirmation of Accreditation

The Accreditation Committee finds that the following programs of professional offered by the Faculty of Education, York University fully satisfies the accreditation requirements of Regulation 347/02, Accreditation of Teacher Education Programs as they read on September 1, 2015:

  • Full-time 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 and part-time consecutive programs of professional education with areas of study in the Primary/Junior, Junior/Intermediate and Intermediate/Senior divisions, including the Primary/Junior divisions with a focus on teaching French as a Second Language, leading to a Bachelor of Education degree
  • Part-time consecutive program of professional education with areas of study in Technological Education subjects at the Grades 9/10 and Grades 11/12 levels, leading to a Bachelor of Education degree

The Accreditation Committee confirms general accreditation of these programs to continue until April 21, 2018.

  • Concurrent technological education program of professional education with areas of study in Technological Education subjects at the grades 9/10 and grades 11/12 levels, leading to a Bachelor of Education degree and an applied degree

The Accreditation Committee confirms general accreditation of this program to continue until July 1, 2017.

Accreditation Committee
Ontario College of Teachers
May 31, 2016


Program Change Decision

Read the Full Decision

For the reasons set out in the findings above, the Accreditation Committee confirms that the following program, as modified, continues to qualify for general accreditation without conditions until the existing expiry date of April 21, 2018 or for an amended period of time that is in accordance with Section 15 of Regulation 347/02, Accreditation of Teacher Education Programs:

  • Consecutive and part-time consecutive programs of professional education with areas of study in Technological Education subjects at the Grades 9/10 and Grades 11/12 levels, leading to a Bachelor of Education degree
Accreditation Committee
Ontario College of Teachers
June 1, 2016

 

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