Accreditation Committee Decision
Application for Accreditation for the following French-Language Programs
of Professional Education delivered in Alternative Mode
-
Renewal of
the Part-Time, Consecutive Program of Professional Education with Areas of
Concentration in the Primary and Junior Divisions; and
-
Proposed Addition
of Junior and Intermediate Areas of Concentration to the Part-time Consecutive
Program
Decision of the Accreditation Committee Regarding the Application by L’École
des sciences de l’éducation of Laurentian University for the Renewal of Accreditation
of the Part-Time, Consecutive Program of Professional Education Delivered
in Alternative Mode in the French-Language with Areas of Concentration in
the Primary and Junior Divisions; and for the Proposed Addition of Junior
and Intermediate Areas of Concentration to an Accredited Program
Introduction
L’École des sciences de l’éducation at Laurentian University submitted
an application on February 14, 2007 for the renewal of accreditation of the
part-time, consecutive program of professional education delivered in alternative
mode in the French-language with areas of concentration in the primary and
junior divisions, and for the proposed addition of junior and intermediate
areas of concentration to the accredited program.
In accordance with Regulation 347/02, Accreditation of Teacher Education
Programs, the Accreditation Committee appointed a panel to:
- conduct a review of the program of professional
education and the proposal for the additional areas of concentration,
- act in an advisory role to the Accreditation
Committee by
- reporting to the Accreditation Committee
on its findings on the review of the program of professional education,
and
- making recommendations to the Accreditation Committee
with respect to the accreditation of the program of professional education
offered by L’École des sciences de l’éducation at Laurentian University,
and the proposed additional areas of concentration.
The seven-person panel included two elected members of Council, one of whom
was a member of the Accreditation Committee, and one member appointed to the
Council by the Lieutenant Governor in Council, a member of the College who
was not a member of Council, a person nominated by Laurentian University, and
two people drawn from a roster of individuals with expertise in teacher education
programs. As the review was conducted in French, members of the panel were
fluent in the French language.
The panel reviewed documentation provided by the L’École des sciences de l’éducation
at Laurentian University, conducted an on-site review, examined artefacts and
facilities, and conducted interviews with Faculty members and various stakeholders.
There were no submissions from the public. The on-site review took place from
May 28 – June 1, 2007.
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 French-language
program of professional education delivered in alternative mode offered by
L’École des sciences de l’éducation at Laurentian University, and the proposed
additional areas of concentration, qualified for accreditation.
In making the determination, the Accreditation Committee considered the Final
Report of the Accreditation Panel, dated August 9, 2007 and the response of
the Director, dated July 5, 2007 of L’École des sciences de l’éducation at
Laurentian University to the Panel’s Draft Accreditation Report to determine
if the program of professional education and the proposed additional areas
of concentration qualify for accreditation under Regulation 347/02, Accreditation
of Teacher Education Programs.
Accreditation of Programs of Professional Education
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
Subsection 4(b) of the Laurentian University of Sudbury Act authorizes
the university to offer degrees. Agreements between Laurentian University,
the Ministry of Education, and the Ministry of Colleges and Universities dated
in 1987 and a Ministry letter dated in 1990 confirmed Laurentian University’s
authority to offer pre-service teacher education programs in Ontario.
Conclusion
Based upon the information provided for the Accreditation Committee to consider,
it finds that Requirement 1 is fully satisfied.
Requirement 2
The program has a clearly delineated conceptual framework.
Findings
The conceptual framework of the program of professional education delivered
in the alternative mode is the same as that used in the regular program offered
by L’École des sciences de l’éducation (É.S.É). It is solidly grounded in theory
and used in almost all program courses, is consistent with Laurentian University’s
strategic plan, and describes the specific contexts in which the program operates.
The mission statement is appropriate to the program.
Conclusion
Based upon the information provided for the Accreditation Committee to consider,
it finds that Requirement 2 is fully satisfied.
Requirement 3
The program is consistent with and reflects,
- the College’s “Standards of Practice
for the Teaching Profession” and “the Ethical Standards for the Teaching
Profession”,
- current research in teacher education,
and
- the integration of theory and practice in teacher
education.
Findings
The current program of professional education for the Primary and Junior divisions,
and the proposed additional areas of concentration in the Junior and Intermediate
divisions, are consistent with the College’s “Standards of Practice for the
Teaching Profession” and “the Ethical Standards for the Teaching Profession.”
The Standards were reflected in the alignment framework component of the conceptual
framework, and used to develop the course outlines for the program. The Standards
were also referenced by associate teachers, principals and students during
the interviews. The courses were designed to incorporate recent research in
teacher education. The specific structure of the program effectively integrates
theory and practice. Since candidates holding Letters of Permission are already
teaching in a school setting, they have opportunities to apply the academic
theory to their classroom situations.
Conclusion
Based upon the information provided for the Accreditation Committee to consider,
it finds that Requirement 3 is fully satisfied.
Requirement 4
The program curriculum is current, references the Ontario curriculum, includes
the application of current research in teacher education, and represents
a wide knowledge base in the divisions and components of the program.
Findings
A regular review process facilitates updates to the courses in the program.
The course content reflects the recent curriculum changes made by the Ontario
Ministry of Education and emphasizes significant education-related initiatives
in the province, including literacy and numeracy. The program represents a
wide knowledge base in the Primary, Junior and Intermediate divisions and is
based on recent research in the field of teacher education.
Conclusion
Based upon the information provided for the Accreditation Committee to consider,
it finds that Requirement 4 is fully satisfied.
Requirement 5
The course content of the program includes theory, method and foundation
courses and makes appropriate provision for the application of theory in
practice.
Findings
The program concentrating on the study of the Primary and Junior divisions,
and the Junior and Intermediate divisions, includes theory, method and foundation
courses and makes appropriate provision for the application of theory in practice.
Teacher candidates and faculty confirm that the courses make appropriate provision
for the application of theory in practice.
Conclusion
Based upon the information provided for the Accreditation Committee to consider,
it finds that Requirement 5 is fully satisfied.
Requirement 6
The program’s format and structure are appropriate for the course content.
Findings
The program’s format considers the complexities involved in managing a hybrid
program, that is, one offered both as a distance program over the Internet,
and as a classroom course provided over two summer sessions.
The significance of the program coordinator role to the program’s success
was confirmed in interviews with associate teachers, school principals, superintendents
and teacher candidates. The presence and support provided by Faculty and the
prompt feedback to messages from the teacher candidates were also noted as
contributing factors to the program’s success.
The program’s structure is consistent with the course content. The skills
matrix and delivery contexts constitute a unifying theme. Teacher candidates
confirmed in interviews that they had created learning communities and support
networks in both the classroom instruction and distance education components
of the program.
Conclusion
Based upon the information provided to the Accreditation Committee for its
consideration, Requirement 6 is fully satisfied.
Requirement 7
Students are assessed and informed of their progress on an ongoing basis
throughout the program.
Findings
Assessment planning rests on a solid foundation. The assessment practices
for the program are subject to a university policy that makes appropriate use
of formative and summative functions. The course plans include descriptive
assessment scales to measure skill development. Teacher candidates are monitored
and receive continuous feedback in both the classroom instruction and distance
education components. Considerable feedback is provided to teacher candidates
during their practicum placements.
Conclusion
Based upon the information provided for the Accreditation Committee to consider,
it finds that Requirement 7 is fully satisfied.
Requirement 8
The program includes a practicum that satisfies the requirements set out
Regulation 347/02, Subsection 9. (2). The requirements for the practicum
portion of the program are as follows:
- The practicum must include observation
and practice teaching in an instructional setting in schools or other situations
that use the Ontario curriculum or in situations approved by the College.
- The practicum must be completed in accordance
with the requirements of Ontario Regulation 184/97.
- The practicum enables every student to participate
in settings related to each division and at least one of the subject areas
of the program that are relevant to the student.
- An experienced teacher supervises the students
and assesses their practicum.
- A faculty member is appointed as an advisor
for each student.
Findings
Observation and teaching take place in the teacher candidate’s current school
placement, which uses the Ontario curriculum. Practicums exceed the 40-day
minimum stipulated by Regulation 184/97, Teachers’ Qualifications, and
allow the teacher candidates to work in each division and in at least one relevant
subject area, as appropriate.
The candidates are provided opportunities to teach in all divisions relevant
to their areas of concentration. The principal of the candidate’s school ensures
that these opportunities are assigned to candidates within the school schedule.
Experienced teachers and usually the candidate’s own principal supervise the
practicum placements. The teacher candidate is paired with a teacher mentor
within the candidate’s school. The program coordinator from L’École des sciences
de l’éducation, Laurentian University also visits candidates at their schools
and provides feedback.
Conclusion
Based upon the information provided for the Accreditation Committee to consider,
it finds that Requirement 8 is fully satisfied.
Requirement 9
Successful completion of the practicum is a requirement for successful
completion of the program.
Findings
The program requires that teacher candidates successfully complete each of
the two practice teaching practicums before they can earn their Bachelor of
Education degree and be recommended to the Ontario College of Teachers for
a Certificate of Qualification. Students who fail a practicum have the right
to repeat it. If they fail a second time, they must withdraw from the program.
This same model will be used in the proposed addition of areas of concentration
in the Junior and Intermediate divisions.
Conclusion
Based upon the information provided for the Accreditation Committee to consider,
it finds that Requirement 9 is fully satisfied.
Requirement 10
The teaching method courses in the program are appropriate in relation
to the divisions to which they relate.
Findings
The documentation included teaching method courses appropriate to the Primary,
Junior and Intermediate divisions. All course plans reference division-appropriate
theory, resources, learning activities, and an application of the theory to
the practice.
Conclusion
Based upon the information provided for the Accreditation Committee to consider,
it finds that Requirement 10 is fully satisfied.
Requirement 11
The teaching theory and foundation courses in the program include courses
on human development and learning and on the legislation and government policies
relating to education.
Findings
Components of human development and learning are embedded throughout the theory
and foundation courses of the program. Each division includes a course that
addresses the legislation and government policies relating to education.
Conclusion
Based upon the information provided for the Accreditation Committee to consider,
it finds that Requirement 11 is fully satisfied.
Requirement 12
The faculty members teaching the program are an appropriate combination
of,
- persons with appropriate academic
qualifications,
- practitioners with appropriate experience
in the field of education, and
- persons with appropriate expertise in the divisions
and components of the program.
Findings
The faculty members teaching the current Primary and Junior program of professional
education offered at Laurentian University have appropriate academic qualifications,
field experience, and experience in the divisions and components appropriate
to the program.
As the Junior/Intermediate concentration is a new component proposed to be
added to the current program, the qualifications of the teaching faculty were
not available for the panel to examine.
Conclusion
Based upon the information provided for the Accreditation Committee to consider,
it finds that Requirement 12 is fully satisfied for the current Primary/Junior
program and substantially satisfied for the proposed addition of a Junior/Intermediate
area of concentration.
Reasons for Conclusion
As the teaching faculty for the proposed additional concentration were not
yet assigned at the time of the accreditation panel review, the panel was unable
to make sufficient factual findings to recommend that the requirement was fully
satisfied for the Junior/Intermediate option. However, the Accreditation Committee
accepts that there is an intention to hire both full-time and part-time faculty
with appropriate academic and practical experience in the Junior and Intermediate
divisions to satisfy Requirement 12.
It concludes that fully satisfying Requirement 12 for the proposed Junior/Intermediate
area of concentration is contingent upon the Accreditation Committee receiving
and examining evidence of the qualifications and experience of the educators
hired to teach the proposed addition to the program, that complies with Requirement
12, as might be demonstrated in faculty academic profiles for the educators
hired to teach in the Junior and Intermediate concentrations of the program.
Requirement 13
The permitted institution maintains adequate internal controls to preserve
the integrity of student records relating to the program.
Findings
Laurentian University employs multiple methods to ensure academic records
are accurate and held securely. The University subscribes to Canada’s privacy
legislation (Privacy Act, R.S.C, 1985, c. P-21) and has appointed a
coordinator to implement the provisions of the Act, and to create a task force
for the establishment of practices and procedures.
Conclusion
Based upon the information provided for the Accreditation Committee to consider,
it finds that Requirement 13 is fully satisfied.
Requirement 14
The permitted institution is committed to continuous improvement and quality
assurance of the program and, if the program is an existing program, has
implemented measures demonstrating that commitment.
Findings
The Committee is satisfied that the program is committed to continuous improvement.
It is subject to a university program assessment policy which has set a seven-year
assessment frequency. Teacher candidates confirmed that program staff listened
to concerns and quickly found solutions. The coordinator proactively engages
various partners in program improvements. The program has a retention rate
of 93.5%.
Conclusion
Based upon the information provided for the Accreditation Committee to consider,
it finds that Requirement 14 is fully satisfied.
Requirement 15
The program has a Teacher Education Advisory Committee or similar body
that functions in an advisory or liaison capacity in relation to the program.
Findings
Laurentian University has set up an advisory committee made up of various
stakeholders, including representatives from the University, Ministry of Education,
Ministry of Training, Colleges and Universities, and Ontario teacher federation
members. The mandate of the advisory committee includes reviewing the program
and making recommendations to the University Senate, the Ministry of Education
and the Ministry of Training, Colleges and Universities.
Conclusion
Based upon the information provided for the Accreditation Committee to consider,
it finds that Requirement 15 is fully satisfied.
Decision of the Accreditation Committee
For the reasons set out above, the Accreditation Committee finds that the
part-time consecutive program of professional education delivered in alternative
mode in the French-language, with areas of concentration in the Primary and
Junior divisions, offered by L’École des sciences de l’éducation of Laurentian
University, fully satisfies the requirements of Regulation 347/02, Accreditation
of Teacher Education Programs. The Accreditation Committee grants general
accreditation without conditions to the Primary/Junior concentration of the
program for a period of five years (August 30, 2012).
The Accreditation Committee finds that the proposed addition of a Junior and
Intermediate area of concentration to L’École des sciences de l’éducation of
Laurentian University’s part-time consecutive program of professional education,
delivered in alternative mode in the French-language, substantially satisfies
the requirements of Regulation 347/02, Accreditation of Teacher Education
Programs. The Accreditation Committee grants general accreditation, with
a condition, to the Junior/Intermediate concentration of the program for a
period of time such that the accreditation of the addition to the program expires
at the same time as the accredited program (August 30, 2012).
The general accreditation of the proposed addition of Junior and Intermediate
areas of concentration to the program of professional education is subject
to the following condition:
Fully satisfying Requirement 12 is contingent upon the Accreditation Committee
receiving and examining appropriate documentation such as faculty academic
profiles summarizing the qualifications and experience of the educators hired
to teach the Junior and Intermediate program components, for evidence that
the faculty members teaching the program are an appropriate combination of
persons with appropriate academic qualification, practitioners with appropriate
experience in the field of education, and persons with appropriate expertise
in the divisions and components of the program.
As required in Section 16. (1) of Regulation 347/02, Accreditation of Teacher
Education Programs, the Director of the proposed program shall submit
to the Accreditation Committee, within six months of the Accreditation Committee
issuing its decision, a plan outlining the proposed methods and estimated
time for satisfying the condition, and report annually to the Accreditation
Committee on the progress in satisfying the condition.
Accreditation Committee
Ontario College of Teachers
August 30, 2007
Amendment to Expiry Date
In accordance with the May 1, 2009 amendment to the accreditation period for programs of professional education in the Accreditation Regulation, the expiry date for this program is amended to July 28, 2011.
Regulation 347/02, Accreditation of Teacher Education Programs
May 1, 2009
Removal of Conditions
At its June 24, 2009 meeting, the Accreditation Committee considered the request of the Director of L’École des sciences de l’éducation at Université Laurentienne to remove the condition of accreditation to the addition of concentrations in the Junior/Intermediate divisions to the Multi-Session Consecutive Program of Professional Education, delivered in alternative mode in the French-language, as issued in the August 30, 2007 Accreditation Decision.
In accordance with Section 16(2) of Regulation 347/02, Accreditation of Teacher Education Programs, the Committee determined that Requirement #12 was fully satisfied and issued an order to remove the condition of accreditation.
In making its decision, the Committee heard a presentation from the Director of L’École des sciences de l’éducation at Université Laurentienne and reviewed the qualifications of the faculty members teaching in the program. The Accreditation Committee determined that the faculty teaching in the Junior/Intermediate concentration have an appropriate combination of academic qualifications, practical experience in education, and expertise in the divisions and components of the program.
Accreditation Committee
Ontario College of Teachers
June 24, 2009
