Accreditation Committee Decision
Université Laurentienne
L’école des sciences de l’éducation
Application for Renewal of Accreditation
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 in alternative delivery format)
Introduction
Université Laurentienne’s École des sciences de l’éducation (“ÉSÉ”) submitted an application on February 24, 2011 for renewal of accreditation of the following 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 (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 in alternative delivery format)
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 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, one of whom was a member of the Accreditation Committee, and at least one appointed member of Council
- one College member who was not a Council member
- a roster member with experience as an educator in a faculty of education
- a person nominated by the École des sciences de l’éducation at Université Laurentienne
In making its recommendations, the panel reviewed the application for accreditation and other supplementary documentation provided by the École des sciences de l’éducation at Université Laurentienne. The on-site visit took place at Université Laurentienne in Sudbury, Ontario from May 8 – 13, 2011 and included an examination of artifacts and program resources, facility tours, and interviews with faculty and stakeholders.
The Ontario College of Teachers provided an opportunity for the public to comment on the quality of the programs under review, however no submissions were received.
Following the review, the accreditation panel compiled a draft report of its findings and recommendations for review by the director of the École des sciences de l’éducation at Université Laurentienne. The final panel report submitted to the Accreditation Committee considers the comments provided by the program director 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 École des sciences de l’éducation at Université Laurentienne qualified for accreditation.
In making its decision, the Accreditation Committee considered the Accreditation Panel Final Report dated February 2, 2012, a response from the program director to the panel’s draft report dated January 15, 2012, the Panel Chair’s presentation 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 February 28, 2012
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 École des sciences de l’éducation at the Université Laurentienne 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.
Université Laurentienne is a university that has the power to confer university degrees under subsection 4(1)(b) and section 21 of An Act to Incorporate Laurentian University of Sudbury, pursuant to subsection 4(1) (b). ÉSÉ is a permitted institution under the same Act through an agreement with the Ministry of Colleges and Universities in 1987. The preamble to the 1987 agreement refers to Université Laurentienne’s right to offer teacher education programs since 1974 and upholds its right to continue to offer such programs. A letter dated 1990 signed by the Deputy Minister of Education confirms the implementation of the agreement between the Ministry of Education and Université Laurentienne and the right to offer teacher education programs for the Senior division.
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 conceptual framework consists of several elements that form a coherent whole. This includes the mission statement for the programs, the descriptions of the teacher education programs, the guiding principles, the components of the training program, the design for learning and teaching, the competencies to develop and a diagram outlining the linkages between the teacher education program and the Ethical Standards for the Teaching Profession and Standards of Practice for the Teaching Profession.
The application confirmed that ÉSÉ’s programs are designed to reflect the school’s specific mission to serve the linguistic-minority Francophone population.
In order to provide for continuous improvement, ÉSÉ revised its conceptual framework in 2010-2011. While the core elements of the conceptual framework remain unchanged, some revision to individual elements has taken place. For example, the competencies have been expanded to 12 from the previously identified 10.
The conceptual framework also includes a template for the matrix of course competencies related to candidates’ exit profiles. Most course summaries for both programs included a course competencies matrix.
Conclusion
Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 2 is fully satisfied for all programs reviewed.
Requirement 3
The program is consistent with and reflects
i) the College’s “Standards of Practice for the Teaching Profession” and the “Ethical Standards for the Teaching Profession”,
ii)
current research in teacher education, and
iii)
the integration of theory and practice in teacher education.
Findings
The evidence indicates that both programs of professional education 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 programs are consistent with the Standards. The linkage framework included in the conceptual framework for the program verifies that the Standards were used when designing the course outlines and the performance appraisal grids used during the practica. Faculty members and candidates confirmed the use of the Standards in courses.
The programs are consistent with current research in teacher education. The application documentation summarized current research conducted by faculty members in their fields of expertise. The Resource Centre includes faculty research published in professional journals. The Director of ÉSÉ and faculty members confirmed that the programs are based on recent research in teacher education, including the 2006 report by Dr. Karsenti on teaching in a distance-education format. They confirmed that current research in teacher education informed the design of the programs’ courses. This research was also used to develop the multi-session consecutive BEd program and to support the recent redesign of the conceptual framework.
The programs integrate theory and practice in teacher education. Several of ÉSÉ’s ten Guiding Principles that form the conceptual framework refer to the integration of theory and practice. For example, the third principle stipulates that the programs foster the integration of the four components of teacher education, which are pedagogical, curriculum-content, didactic and practical. The fourth principle states that the programs encourage future teachers to reflect on and make connections between curriculum training and classroom realities. The fifth principle states that the programs are committed to training candidates in accordance with the Standards.
The 2009 report of the Practicum Committee lists the methods used by ÉSÉ to ensure the integration of theory and practice. Methods include the preparation and professional progress workbook designed to promote the integration of theoretical and practical learning, discussion with the faculty advisor, the reflective practice seminar offering a forum for discussion and reflection on practicum experience and in-course practicum feedback.
Course outlines confirm that professors draw up a list of competencies to be developed and evaluated during the delivery of the course using the course competencies matrix. Several of the competencies integrate theory and practice, such as creating conditions conducive to student learning.
Conclusion
Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 3 is fully satisfied for all programs reviewed.
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 programs reviewed are 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 programs.
The current program adopts an approach based on competencies originating from humanist socio-cultural theory. Course outlines for both programs reference up-to-date resources addressing recent developments in education.
The program’s conceptual framework corresponds to current needs in the region’s Franco-Ontarian community. The courses reflect both this reality and that of the elementary and secondary school classrooms in publicly-funded French-language schools.
Course outlines reference the Ontario curriculum. Faculty members, associate teachers and alumni confirmed that ÉSÉ candidates are well prepared and are familiar with Ministry of Education documents. Faculty members and candidates stated that discussion forums expand candidates’ knowledge of the Ontario school system.
The programs include the application of the most current research in teacher education. Faculty members described their use of technology in their courses. The Desmarais Library has a comprehensive collection of electronic resources such as professional periodicals and current, pertinent texts. ÉSÉ’s Resource Centre has extensive and varied holdings. ÉSÉ posts on their Web site a number of resources currently available in hard copy on the library shelves. Candidate assignments illustrate the application of current research in teaching, demonstrating an appropriate knowledge base in the divisions of the program.
The programs are designed to encourage candidates’ development of current, cross-disciplinary teaching and learning competencies.
Faculty members of the Primary/Junior division option confirmed that they adapt their course content to the grades in the various divisions. Evaluation methods are tailored to the various grades. Candidates complete reflection exercises to adapt the professional knowledge they have acquired to the different grades.
Faculty members responsible for intermediate-senior method courses confirmed that they adapted their curriculum content and pedagogical approaches to address the characteristics and learning needs of students in those divisions.
Faculty members indicated that courses are designed to reflect all grade levels in each division. Textbooks and other resources in the Resource Centre support this assertion, as did candidate interviews. Course outlines for both programs reference appropriate kindergarten program documents. Candidates in the Primary/Junior area of study may select kindergarten related topics for assignments.
Conclusion
Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 4 is fully satisfied for all programs reviewed.
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 include theory, method and foundation courses and appropriate provision for the application of theory in practice.
The regular consecutive program has three areas of study: Primary/Junior, Junior/Intermediate and Intermediate/Senior. The multi-session consecutive alternative-mode program has two areas of study: Primary/Junior and Junior/Intermediate.
The regular consecutive and multi-session consecutive programs include exactly the same courses. The differences between the programs relate more to the mode of delivery, the length of time to complete the programs and the faculty assigned to deliver the programs.
The current programs adopt an approach based on 12 competencies originating from humanist socio-cultural theory. Another of the elements of the conceptual framework describes four components of teacher training which are pedagogical, curriculum-related, didactic and practical. Course outlines reflect the revised conceptual framework.
The program includes theory courses, method courses and courses that are foundational to teaching in Ontario. Theory courses include Enfance en difficulté (Special Education), Système scolaire (The School System) and Nouvelles technologies de l’information et de la communication (New Information and Communication Technologies). Method courses in the Primary/Junior divisions cover all areas of the Ontario Curriculum. Junior/Intermediate method courses include curriculum appropriate to the Junior division and one Intermediate teaching subject.
Course outlines and faculty interviews indicated that the programs make appropriate provision for the application of theory in practice. Courses such as Micro-enseignement (Microteaching), Formation pratique I (Practicum I) and Formation pratique II (Practicum II) allow for the provision of the application of theory in practice. For example, teacher candidates participate in reflective practice seminars after each practicum to assist with critical analysis of their teaching practice.
Alumni and teacher candidates confirmed that the foundation courses Intervention pédagogique en salle de classe (Teaching and Learning Intervention in the Classroom) and Planification, mesure et évaluation (Planning, Measurement and Evaluation) were useful in preparing them for the realities of the classroom.
Principals and associate teachers indicated that they were generally satisfied with the preparation candidates received to address the reality of classroom teaching and learning. Candidates emphasized that in the theory and foundation courses, professors refer to practicum experience and discussed real-life situations to make the theory more authentic.
According to the 2006 report by Dr. Karsenti on the efficacy of the multi-session alternative-mode program, most respondents found it straightforward to transfer the theory they had acquired to the practical context of their teaching in the workplace and considered the classroom either a place where they put theoretical concepts into practice or, conversely, a source of referents to aid their understanding of theory.
Conclusion
Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 5 is fully satisfied for all programs reviewed.
Requirement 6
The program’s format and structure are appropriate for the course content.
Findings
The evidence indicates that the format and structure are appropriate for the course content for both programs of professional education.
Regular Consecutive Program
The regular consecutive program takes place over eight months, in two consecutive semesters. Daily schedules for the fall and winter semesters, for candidates for the Primary\Junior and Intermediate\Senior divisions, show that the program includes foundation, theory and method courses in each semester.
Multi-session Consecutive Alternative-Mode Program
The multi-session consecutive alternative-mode program takes place over a period of 24 months. Program schedules indicate that online courses are offered during the fall and winter terms and face-to-face courses take place during three-week periods in two consecutive summer sessions. Course scheduling takes into account the fact that most candidates in the program are already working in schools on temporary Letters of Permission (LOP). The program offers a choice of admission times: entry in the winter or the summer semester. The Director of ÉSÉ confirmed that the foundation and theory courses are mainly offered on-site during the summer sessions and the methodology courses are offered on-site or online.
To take into account that candidates are generally working in schools under temporary Letters of Permission, the format of the practicum varies somewhat from the model used in the regular consecutive program while adhering to the key elements described in the practicum handbook and complying with regulatory requirements. Candidates indicated that this mode of delivery enabled them to complete their program in a manner that respected their work lives.
The structure of the multi-session alternative-mode program is somewhat fluid in that different method and foundation courses are offered in varying sequences. In light of this, ÉSÉ ensures that candidates who are reported for transitional teaching certificates have completed a minimum of twelve credits and that they have met or exceeded the established method and foundation course ratio in order to be compliant with the Teachers’ Qualifications Regulation.
By the end of the regular consecutive and multi-session consecutive alternative-mode programs, candidates will have completed comparable programs in terms of course work.
Conclusion
Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 6 is fully satisfied for all programs reviewed.
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 both programs of professional education.
The University’s Academic Regulations governing learning assessment and evaluation, including the determination of final grades, confirm that students are informed of their progress throughout their courses. The regulations require faculty members to submit for each course the method that will be used to determine the final grade, including all work assessed for evaluation purposes. These evaluation schemas are approved by the department/school council. This practice ensures quality control and regular, ongoing formative and summative assessment of candidates.
Teacher candidates in both programs confirmed their satisfaction with the frequency and regularity with which they were informed of their progress in courses and the practicum during the program. Teacher candidates in both programs also stated that they received prompt, quality feedback on work being completed for evaluative purposes.
Course outlines and interviews with faculty members of both programs confirmed that faculty members vary their method of evaluation to take into account differences in learning styles and modes of delivery (face to face, online and hybrid). Faculty members stated that the intensive and condensed delivery of certain summer courses affects the types and number of assignments given for evaluative purposes.
Conclusion
Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 7 is fully satisfied for all programs reviewed.
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 practicum for the programs reviewed includes a minimum of 40 days practical experience that includes observation and practice teaching in instructional settings in schools or other situations that use the Ontario curriculum, or in situations approved by the College. The practicum enables every teacher candidate to participate in settings related to each division and at least one of the subject areas in the program relevant to the teacher candidate. An experienced teacher supervises and assesses the practicum, and a faculty member is appointed as an advisor for each teacher candidate.
Alumni and principals confirmed that teacher candidates in the regular consecutive program complete a practicum divided into two intervals totalling a minimum of 40 days. Each interval is divided into two blocks consisting of a period of supervised observation and a period of continuous practice teaching, in an instructional setting in French language schools. The practicum model used by ÉSÉ ensures that practice teaching placements alternate with periods of teacher education coursework so that candidates can integrate theory and practice.
The practicum handbook describes the observation carried out in both five-week practicums and states that teacher candidates must complete their practicum placements in approved situations. The practicum coordinator confirmed that collaborative partnerships exist with the schools for the placement of student teachers. Principals confirmed that the associate teachers are experienced teachers. Principals fulfill the role of associate teacher for candidates in the multi-session consecutive alternative-mode BEd program.
Teacher candidate placement charts and interviews confirmed that the practicum placements enable each candidate to participate in settings related to each division and at least one of the subject areas of the program that are relevant to that candidate.
The Director of ÉSÉ and the Coordinator for the multi-session consecutive program confirmed that the practicum placements in that program satisfy the regulatory requirements through four possible practicum scenarios created for candidates on a temporary Letter of Permission who are working in schools during their teacher education program. Candidates teaching on a Letter of Permission complete a minimum of 40 days of practicum in the divisions and subject areas for which they will be reported to the College.
The practicum handbook confirms that associate teachers evaluate the practicum and provides formative and summative evaluations that associate teachers must use. The evaluation forms developed for this purpose by ÉSÉ are also available online.
In the regular consecutive program, associate teachers, candidates and alumni confirmed that an Ontario certified experienced educator supervises the teacher candidates and assesses their practicum. In the multi-session consecutive program, candidates confirmed that an Ontario certified principal assumes the role of the experienced educator.
A faculty member is assigned as advisor to each candidate. Both full-time professors and teaching professionals, usually retired teachers, act as advisors in the regular consecutive program. The program coordinator takes on the role of ÉSÉ advisor in the multi-session consecutive program. Candidates and alumni confirmed the support of a faculty advisor who visits them at least once during each practicum.
Conclusion
Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 8 is fully satisfied for all programs reviewed.
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 practicum handbook and the Director and practicum supervisors confirmed that candidates must successfully complete the practicum to obtain their Bachelor’s degree and be reported to the Ontario College of Teachers for the awarding of a General Certificate of Qualification and Registration.
The practicum coordinator and faculty advisors confirmed that there are criteria and assessment processes in place to determine whether candidates have attained the competencies required for successful completion of the practicum. Candidates who have an unsuccessful practicum are entitled to one make-up practicum. Withdrawal or discontinuation of a practicum results in a failure of the practicum. Candidates with a second unsuccessful practicum must withdraw from the program.
Conclusion
Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 9 is fully satisfied
for all programs reviewed.
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 programs reviewed are appropriate in the relation to the divisions to which they relate.
Course outlines for the method courses in both programs indicate that the content, teaching strategies, evaluation tasks and resources are appropriate to the relevant area of divisional study. Faculty members teaching method courses stated that the courses had been designed to reflect all of the curriculum components in a division. Candidates are given an opportunity to deepen their knowledge of a specific grade or division through their assignments.
Method course outlines offered in the Primary/Junior area of study referred to the Kindergarten program. Teacher candidates interested in that program can select kindergarten-related topics for their assignments.
Practicum placement data indicated that the Junior /Intermediate area of study allowed for the placement of candidates in both Grades 7/8 as well as Grades 9/10.
Conclusion
Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 10 is fully satisfied
for all programs reviewed.
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 programs reviewed include human development and learning and legislation and government policies relating to education.
Supplementary documentation provided by the Director states that the faculty’s conception of development constitutes and informs the basis of the program and courses. This results in discussions on learning and development. These two concepts are linked. The program demonstrates how learning becomes a development tool. The competency matrix focuses on teaching and learning characteristics.
The study of human development and learning is addressed throughout the programs. The outlines for the theory and foundation courses such as Introduction à la penséemathématique (Introduction to Mathematical Thinking) reference cognitive and psychomotor components in child and adolescent development and learning. Faculty members in each program indicated that aspects of this theory were covered in specific courses, such as the psychomotor aspect in Enseignement de l’éducation physique et de la santé (Teaching Health and Physical Education).
Teacher candidates and alumni from both programs confirmed that elements of human development and learning were presented in specific courses.
The theory and foundation courses in both programs, such as Système scolaire (The School System), include course work on the legislation and government policies relating to education. Most of the legislation and government policies relating to education that are of immediate importance for candidates beginning their career are covered. Both programs include the same courses.
Conclusion
Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 11 is fully satisfied for all programs reviewed.
Requirement 12
The faculty members teaching the program are an appropriate combination of,
i) persons with appropriate academic qualifications,
i)) practitioners with appropriate experience in the field of education, and
iii) persons with appropriate expertise in the divisions and components of the program.
Findings
The evidence indicates that the faculty members teaching in both consecutive programs include some persons with appropriate academic qualifications, practitioners with relevant experience in the field of education, and persons with appropriate expertise in the divisions and components of the program. The regular consecutive program includes an appropriate combination of faculty. The evidence indicates that the faculty teaching in the multi-session, consecutive program offered in alternative mode are not, at present, an appropriate combination of persons as described in this requirement.
Faculty instructors in both programs have appropriate professional experience in the field of teaching and have appropriate experience in the different divisions. Teacher candidates noted the advantage of being taught by faculty who are currently working in schools as well as those who are academics.
Analysis of the academic qualifications of faculty in the multi-session consecutive program indicates that there is an underrepresentation of faculty members with the postgraduate qualifications (master’s and doctorate) that are typically required to deliver a professional academic program. Between one third and one half of the faculty possess a bachelor’s degree as their terminal credential. The committee considered that Ontario’s Postsecondary Education Quality Assessment Board (PEQAB) states that faculty teaching in a professional field of study should hold at least one degree higher than that offered by the program and that faculty should engage in a level of scholarship, research or creative activity sufficient to ensure currency in the field.
Conclusion
Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 12 is fully satisfied for the regular consecutive program and substantially satisfied for the multi-session consecutive program offered in alternative mode.
Reasons for Conclusion
Although it is clear that many faculty members have appropriate professional experience and are actively engaged in research, additional faculty members with credentials above the baccalaureate level are required for an appropriate combination of faculty in the program. Some courses in the alternative-mode program were designed by full-time faculty members. The vast majority of courses, however, are delivered by part-time professors, most of whom have a bachelor degree as their terminal credential.
The committee agreed with the panel’s recommendation that it is important for faculty to hold an academic credential at least one degree higher than that offered by the program. The committee also considered the importance of enabling faculty to engage in a level of scholarship, research or creative activity sufficient to ensure currency in the program, as per the recommendations for degree level standards published by the Postsecondary Education Quality Assessment Board of Ontario.
Fully satisfying this requirement is contingent upon the Director of ÉSÉ submitting evidence acceptable to the Accreditation Committee that faculty members teaching in the multi-session consecutive program include an appropriate combination of persons with appropriate academic qualifications as specified in Requirement 12.The School is asked to provide an implementation plan that outlines how ÉSÉ intends to include over time more faculty members with graduate level academic qualifications assigned to teach in the multi-session consecutive program. The condition may be removed when the committee receives acceptable evidence of the initial implementation of this plan.
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 there are adequate internal controls to preserve the integrity of student records relating to both programs reviewed.
The institution maintains adequate internal controls in the School’s Academic Secretariat to preserve the integrity of teacher candidate records and to protect the confidentiality and privacy of the personal information contained in their records from admission to graduation. The University is committed to Ontario’s Freedom of Information and Protection of Privacy Act (FIPPA) as demonstrated by its development of policies and procedures such as the creation of the Information and Privacy Office. Because communication between candidates and the Academic Secretariat are made increasingly through the use of technology, confidentiality practices apply equally to on-site and distance education students.
The University Registrar confirmed the use of the Datatel system to maintain and update teacher candidate records. This includes security measures for restricting employee access to electronic records. Employees with access to records receive individualized FIPPA training. A backup of all records is kept in another educational institution as an additional security measure. Policies and procedures to preserve the integrity of records are the same for both programs.
Conclusion
Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 13 is fully satisfied for all programs reviewed.
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 ÉSÉ is committed to continuous improvement and quality assurance for the regular consecutive and multi-session consecutive programs of professional education and has implemented measures demonstrating that commitment.
The programs have undergone numerous changes designed to improve the administrative and pedagogical components. Some of the changes include the revision of the conceptual framework, compulsory attendance for teacher candidates at Monday workshops, regular revision of course outlines to incorporate any change originating from new Ministry documents as per University policy, a decrease in the number of failures, a decrease in the number of retakes permitted, the increased integration of technology in teaching and learning, the revision of the practicum handbook, establishing a code of conduct for teacher candidates, and the purchase of equipment and resources. Three years ago, ÉSÉ carried out a physical renovation of the Resource Centre to improve student services.
The ÉSÉ has implemented course evaluation mechanisms adopted by Université Laurentienne for all programs. Comments by candidates in the regular consecutive BEd program are systematically compiled in compliance with University course evaluation policy. These evaluation mechanisms enable candidates to express their opinions on course content and instruction.
In the multi-session consecutive alternative-mode program, during the summer, while candidates are on site at the university, course evaluations take place by means of an internal ÉSÉ document. Application documentation included teacher candidates’ evaluations from the consecutive alternative-mode program.
A variety of committees exist at every level of the university’s structure to oversee the ongoing improvement and quality of the program.
Conclusion
Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 14 is fully satisfied for all programs reviewed.
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 both programs reviewed have a Teacher Education Advisory Council (TEAC) that functions in an advisory and liaison capacity.
The committee consists of representatives of the various education partners, such as a member who represents the Association des surintendantes et des surintendants franco-ontariens (ASFO) and the Conseil scolaire [catholique] du Nouvel-Ontario (CSCNO), a member from the Association des directions et directions adjointes des écoles franco-ontariennes (ADFO), a member from the Association des enseignantes et des enseignants franco-ontariens (AEFO), a member from the Ontario Teachers’ Federation (OTF), a member from the Conseil scolaire public Grand Nord de l'Ontario (CSPGNO), two or three members from the Ministry of Education (MEO) and five members from the École des sciences de l'éducation (ÉSÉ).
Minutes of meetings of the advisory committee from 2004-2011 and interviews with the Director of ÉSÉ confirmed that the committee has a liaison focus.
The Director of ÉSÉ confirmed that the TEAC has played an advisory role over the years regarding both programs, and has played a key role in the development and implementation of the multi-session consecutive program.
Conclusion
Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 15 is fully satisfied for all programs reviewed.
Decision of the Accreditation Committee
General Accreditation
For the reasons set out above, the Accreditation Committee finds that the following program of professional education offered by the École des sciences de l’éducation at the Université Laurentienne fully satisfies the 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 (French language program)
The Accreditation Committee grants general accreditation to this program for a period of seven years until February 28, 2019 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 program of professional education offered by the École des sciences de l’éducation at the Université Laurentienne substantially satisfies the requirements 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 in alternative delivery format)
The Accreditation Committee grants general accreditation with conditions as noted below to this program for a period of seven years until February 28, 2019 or for an amended period of time that is in accordance with Section 15 of Regulation 347/02, Accreditation of Teacher Education Programs.
The general accreditation of the multi-session consecutive program is subject to the following condition:
The Director of ÉSÉ submit evidence acceptable to the Accreditation Committee that faculty members teaching in the multi-session consecutive program include an appropriate combination of persons with appropriate academic qualifications as specified in Requirement 12. The School is asked to provide an implementation plan that outlines how ÉSÉ intends to include over time more faculty members with graduate level academic qualifications assigned to teach in the multi-session consecutive program.
Once the École des sciences d’éducation provides information that the Accreditation Committee finds to be acceptable evidence of the initial implementation of this plan, Requirement 12 will be fully satisfied.
As required in Section 16. (1) of Regulation 347/02, Accreditation of Teacher Education Programs, the Director of ÉSÉ 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
February 28, 2012
Removal of Conditions
The Accreditation Committee issued a decision on April 9, 2014 to remove the accreditation condition on Requirement 12 for the multi-session consecutive program of professional education with areas of study in the Primary/Junior and Junior/Intermediate divisions (French-language program offered in alternative delivery format). This program is now accredited without conditions.
In making its decision, the committee considered the annual report information submitted by the School of Education, including implementation of a plan to ensure more faculty members teaching in the program have graduate level academic qualifications.
Accreditation Committee
Ontario College of Teachers
April 9, 2014
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 education offered by École des sciences de l’éducation, Université Laurentienne 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 (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 distance education)
The Accreditation Committee confirms general accreditation of these programs to continue until February 28, 2019.
Accreditation Committee
Ontario College of Teachers
April 8, 2016
