Accreditation Committee Decision
Ontario Institute for Studies in Education University of Toronto
— Programs of Professional Education
Introduction
Decision of the Accreditation Committee regarding the Programs of Professional Education offered
by the Ontario Institute for Studies in Education of the University of Toronto
The Ontario Institute for Studies in Education of the University of Toronto (OISE/UT) submitted an application in February 2005 for general accreditation of the following programs:
- Consecutive Bachelor of Education - Elementary, Secondary Program, including the Diploma in Technological Education and the Technological Studies Apprenticeship Program (TSAP)
- Master of Teaching Program
- Master of Arts in Child Study and Education (M.A./C.S.E.).
The Accreditation Committee appointed a panel:
- to conduct a review of the programs,
- to act in an Advisory role
- to report to the Accreditation Committee on its findings and
- to make recommendations to the Accreditation Committee with respect to the accreditation of OISE/UT's Programs of Professional Education.
The panel included three members of Council who were also members of the Accreditation Committee (two of these members were appointed to the Council by the Lieutenant Governor in Council), two members of the College who were not members of Council, a person nominated by OISE/UT and a person drawn from a roster who had expertise in technological education.
The panel reviewed documentation provided by OISE/UT in the form of a self-appraisal, conducted an on-site review, spent extensive time in a comprehensive Exhibits Room reviewing artifacts and digital displays, conducted interviews with various stakeholders and considered public comments including an on-line survey of associate teachers, principals and alumni. The on-site visit took place April 4-8, 2005 at OISE/UT, 252 Bloor Street and in related partnership locations.
The Accreditation Committee, by virtue of the authority granted under the Ontario College of Teachers Act 1996 and Section 5 of Regulation 347/02, Accreditation of Teacher Education Programs, set out to determine if the Programs of Professional Education offered by OISE/UT qualified for accreditation by satisfying the 15 requirements of Regulation 347/02 .
The Accreditation Committee considered the Final Report of the accreditation panel, the response of OISE/UT dated May 20, 2005 to the panel's draft report and regulatory requirements of Regulation 347/02, Accreditation of Teacher Education Programs, and Regulation 184/97, Teachers' Qualifications. Based on its review of this information, the Accreditation Committee decides the following.
Accreditation Renewal of Programs of Professional Education
Requirement 1
The provider of the program is a permitted institution.
Finding
For the Ontario Institute for Studies in Education of the University of Toronto, the relevant legislation is the "University of Toronto Act, 197". OISE/UT is a division of the University of Toronto, which is authorized to offer degrees under that act.
Conclusion
Requirement 1 is fully satisfied.
Requirement 2
The program has a clearly delineated conceptual framework.
Findings
The documentation for all three programs of professional education at OISE/UT provided clear delineation of the conceptual framework, which is represented by seven principles: Teaching Excellence; Research-based and Research-driven; Cohort-based Learning Communities; Coherence; Faculty Collaboration; School/Field University Partnerships; Equity, Diversity and Social Justice. The principles reflect the philosophical foundations on which the program is built.
These guiding principles are infused into the planning and delivery of all three programs. Faculty instructors, teacher candidates, associate teachers and principals corroborated this evidence during interviews. The principles of the conceptual framework were also articulated by the teacher candidates and associate teachers.
Conclusion
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 documentation for all three programs provides evidence that the programs are consistent with and reflective of the College's Standards of Practice for the Teaching Profession and the Ethical Standards for the Teaching Profession. Assignments clearly reflect the standards and student work samples illustrate their use. During interviews, teacher candidates referred to the standards.
Documentation substantiates the use of current research in teacher education in areas such as cohort groupings and use of portfolios. Interviews with faculty members, teacher candidates, and associate teachers reinforce that current research in teacher education is evident in all three programs.
The integration of theory and practice in teacher education is clearly defined in documentation and corroborated in the interviews with teacher candidates and faculty members. Associate teachers spoke about teacher candidates being confident applying theory to practice in their placements and internships.
Conclusion
Requirement 3 is fully satisfied.
Requirement 4
The program curriculum is current, references the Ontario curriculum, includes the application of current research in teacher education and represents a wide knowledge base in the divisions and components of the program.
Findings
The documentation, including course outlines, for all three programs of professional education, provides evidence that program curriculum is current. Faculty and. associate teacher interviews confirmed that teacher candidates have a broad knowledge of current research and the Ontario curriculum according to the divisions and programs in which they are enrolled.
Student work samples, including research on current issues, and course outlines in all programs include references to Ontario curriculum documents. Teacher candidates from all programs were able to discuss the Ontario Curriculum documents, current research and divisional methodologies during the various interview sessions.
Conclusion
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 programs and the Teacher Education Seminar in particular, include theory, methods and foundations courses. A key goal is teacher candidate internalization of the theory-to-practice continuum, including the seven core components of the program.
Teacher candidates are exposed to Faculty with both research and school teaching experience, addressing the application of theory in practice. They are asked to maintain reflective journals during their placements and debrief upon their return to the university. Reflection upon their experience is designed to help to internalize the theory-to-practice concept.
Associate teachers and alumni expressed satisfaction that teacher candidates are able to apply course work theory to the practicum experience.
Conclusion
Requirement 5 is fully satisfied.
Requirement 6
The program's format and structure are appropriate for the course content.
Findings
Documentation substantiates the requirement that the format and structure is closely aligned with the course content and facilitates the achievement of program objectives. There is coherence among and between course components to reduce fragmentation and overlap.
The Student Teachers' Experience Program (STEP) links theory and practice to deepen links with partner schools. S uccess of the STEP and the links to partner schools were corroborated in the interviews and visits to off-site partner schools.
Conclusion
Requirement 6 is fully satisfied.
Requirement 7
Students are assessed and informed of their progress on an ongoing basis throughout the program.
Findings
Faculty instructors use a variety of assessment methods in the three programs: portfolios, performance rubrics, inquiry projects, self-evaluation, formative assessment, summative assessment and case-based learning.
Assessment Guidelines are provided by the university for the Field Partners, Associate/Mentor Teachers during the Practicum and Internship programs. Assessment guidance is also informed by the University of Toronto's Grading Practices policy.
Documentation and interviews indicated that the teacher candidates are aware of and involved with their assessment throughout the year.
Conclusion
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
Experienced teachers who are members of the Ontario College of Teachers supervise and assess the teacher candidates in the practicum. A faculty member is appointed as an advisor for each student. The requirements for observation and practice teaching in an instructional setting are met in all programs.
Conclusion
Requirement 8 is fully satisfied.
Requirement 9
Successful completion of the practicum is a requirement for successful completion of the program.
Findings
Documentation indicates that teacher candidates must complete the practicum successfully in order to complete the program.
Conclusion
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 course outlines, assignments and course texts in all three programs indicate that the teaching methods courses are appropriate in relation to the divisions to which they apply. Principals, associate teacher surveys and the alumni surveys all provide supporting evidence.
Conclusion
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
A course in Psychological Foundations of Learning and Development is required for all B.Ed. teacher candidates. Interviews revealed an emphasis on human development, learning motivation, learner diversity and classroom environment. These themes, among others, are explored by teacher candidates.
Legislation and government policies relating to education are discussed in two mandatory courses. Evidence was apparent of themes such as the purposes of schooling, contemporary goals of education, student diversity, family and community relationships with schools and teacher identities.
Conclusion
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 is an appropriate blend of tenured track, secondments and contract positions. Many of the seconded and contract Faculty are in the process of completing doctoral work. Full-time elementary and secondary teachers serve as lecturers to teach one course per semester.
Conclusion
Requirement 12 is fully satisfied.
Requirement 13
The permitted institution maintains adequate internal controls to preserve the integrity of student records relating to the program.
Findings
Student records are kept in accordance with the University of Toronto Governing Council Policy on Access to Student Academic Records. The official records are kept in cabinets with controlled access and are only accessible through the Registrar's Office.
Conclusion
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
Documentation provided evidence of a commitment to continuous improvement and quality assurance. Visits to off-site schools provided further evidence of the commitment through discussion, interviews and viewing of the programs.
Teacher education programs have been the focus of both external reviews and regular internal reviews. Feedback is collected through exit surveys of teacher candidates. In all cases Program Directors and Faculty seriously consider suggestions or recommendations and decide how to address areas of concern for improvement.
Extensive reviews were undertaken during 2003-2004 as part of a university-wide planning process.
Conclusion
Requirement 14 is fully satisfied.
Requirement 15
The program has a Teacher Education Advisory Committee or similar body that functions in an advisory or liaison capacity in relation to the program.
Findings
The OISE/UT Advisory Board, which meets three times a year, was created under the agreement that integrated OISE and the Faculty of Education within the University of Toronto (FEUT). The interview with Associate Dean and members of the Advisory Board confirmed that the board functions in an advisory capacity.
Its membership includes: representatives from major educational constituencies across the province, including teacher organizations, trustee organizations, Ontario directors and superintendents, Ministries of Education and of Training, Colleges and Universities, Presidents of CAATs, professional, business and labour communities; and alumni and members of the internal OISE/UT community.
Conclusion
Requirement 15 is fully satisfied.
Decisions
For the reasons set out above, the Accreditation Committee finds that OISE/UT's:
- Consecutive Bachelor of Education - Elementary, Secondary Program, including the Diploma in Technological Education and the Technological Studies Apprenticeship Program satisfies the requirements of Regulation 347/02, Accreditation of Teacher Education Programs, and grants general accreditation for a period of five years (2010).
- Master of Teaching Program satisfies the requirements of Regulation 347/02, Accreditation of Teacher Education Programs, and grants general accreditation for a period of five years (2010).
- Master of Arts in Child Study and Education Program satisfies the requirements of Regulation 347/02, Accreditation of Teacher Education Programs, and grants general accreditation for a period of five years (2010).
Accreditation Committee
Ontario College of Teachers
October 6, 2005
Amendments 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 dates for these programs are amended to Oct 6, 2012.
Regulation 347/02, Accreditation of Teacher Education Programs
May 1, 2009
On June 23, 2009, the Accreditation Committee and the Ontario Institute for Studies in Education of the University of Toronto, (OISE/UT) agreed to extend the general accreditation period for these programs to October 6, 2013. The extension enables all accredited programs at the institution to have a harmonized expiry date and more evenly distributes the accreditation reviews conducted by the Ontario College of Teachers.
Accreditation Committee
Ontario College of Teachers
June 23, 2009
Pursuant to Section 15.2(1) of the Accreditation Regulation, the Accreditation Committee granted an extension of accreditation until October 6, 2016 for these programs to enable time to implement the new enhanced teacher education program required in September 2015.
Accreditation Committee
Ontario College of Teachers
November 19, 2013
Expiry of Accreditation of BEd and DipEd Programs
The Ontario Institute for Studies in Education of the University of Toronto (OISE/UT) advised the Ontario College of Teachers of its intent to cease to provide initial teacher education programs leading to a Bachelor of Education degree or Diploma in Technological Education. Pursuant to subsection 20(4) of the Accreditation Regulation, the Accreditation Committee revoked accreditation of these programs effective September 1, 2015. In accordance with subsection 22(2), the programs are deemed accredited for candidates who are currently enrolled. This decision does not impact the consecutive programs leading to a Master of Teaching degree or to a Master of Arts in Child Study and Education degree which are accredited until October 6, 2016.
Accreditation Committee
Ontario College of Teachers
May 26, 2015
