Accreditation Committee Decision
University of Ottawa — Faculty of Education
Application for Renewal of Accreditation
of English-language 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, and including the Primary/Junior divisions with a focus on teaching French as a Second Language
Consecutive program of professional education for persons of First Nation, Métis or Inuit ancestry with areas of study in the Primary/Junior divisions, leading to a Bachelor of Education degree or a Certificate in Aboriginal Teacher Education (six-semester sessional program known as “Aboriginal Teacher Education Program or ATEP”)
Accreditation Committee Decision Regarding the Application for Accreditation Submitted by the University of Ottawa, Faculty of Education
Introduction
The Faculty of Education at the University of Ottawa submitted an application on July 27, 2012 for renewal of accreditation of the following English-language programs of professional education:
- Consecutive program of professional education with areas of study in the Primary/Junior, Junior/Intermediate and Intermediate/Senior divisions, leading to a Bachelor of Education degree, and including the Primary/Junior divisions with a focus on teaching French as a Second Language
- Consecutive program of professional education for persons of First Nation, Métis or Inuit ancestry with areas of study in the Primary/Junior divisions, leading to a Bachelor of Education degree or a Certificate in Aboriginal Teacher Education (six-semester sessional program known as “Aboriginal Teacher Education Program or ATEP”)
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 seven-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 were members of the Accreditation Committee, including one appointed member of Council
- two College members who were not Council members
- a roster member with expertise as an educator in a faculty of education and Aboriginal teacher education programs
- a person who was nominated by the Faculty of Education at the University of Ottawa
In making its recommendations, the panel reviewed the application for accreditation and other supplementary information provided by the Faculty of Education at the University of Ottawa. The accreditation panel conducted a site visit at the University of Ottawa in Ottawa, Ontario from October 14 - 19, 2012. During the site visit, the accreditation panel toured the facilities where the programs are offered excepting the Walpole Island ATEP summer site. The panel was invited to visit the Walpole Island site on Tuesday, July 17, 2012, however the panel was unable to conduct a site visit at that time as the provider’s renewal application had not yet been submitted to the College.
During the site visit on the Ottawa campus, the panel interviewed the Director, program coordinators, teaching faculty, teacher candidates, alumni and associate teachers of the two programs both in person and through teleconference. The panel also reviewed electronic/virtual and hard copy artifacts presented in an exhibits room. As well, the panel considered additional documents and information presented during the interviews or by the faculty and staff from the Registrar’s office and the on-site program.
The College provided an opportunity for members of the public to comment on the quality of the programs under review. The panel held an open public forum during the site visit on Tuesday, October 16, 2012. No persons attended. The College notified the public of the opportunity to attend and/or make a submission to the panel by posters distributed on-campus and in practicum schools and to members of the Faculty of Education’s Teacher Education Advisory Committee, e-mail communication with teachers’ federations and advertisements on the College’s website. Two public submissions received through the College website were considered by the panel.
Following the review, the accreditation panel compiled a draft report of its findings and recommendations for review by the Faculty of Education at the University of Ottawa. The final panel report submitted to the Accreditation Committee considers the comments provided by the faculty dean in response to the draft report.
The Accreditation Committee, by virtue of the authority granted under the Ontario College of Teachers Act, 1996, and Regulation 347/02, Accreditation of Teacher Education Programs, set out to determine if the programs of professional education in the application submitted by the Faculty of Education at the University of Ottawa qualified for accreditation.
In making its decision, the Accreditation Committee considered the Accreditation Panel Final Report dated February 27, 2013, a response from the faculty dean to the panel’s draft report dated February 22, 2013, the Panel Chair’s 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
March 8, 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 the University of Ottawa is a permitted institution as defined in subsection 1. (1) of Regulation 347/02, Accreditation of Teacher Education Programs.
According to Regulation 347/02, Accreditation of Teacher Education Programs, a permitted institution includes a college, faculty or school of education in Ontario that is part of or affiliated with a university that is authorized to offer degrees under an Act of the Assembly.
The University of Ottawa Act of 1965 established the university as a degree granting institution. The university may establish and maintain faculties, schools, institutes, departments, chairs and courses and is permitted to grant in all branches of learning any and all university degrees, honorary degrees, diplomas and certificates.
The establishment of the English-language Bachelor of Education Program was approved unanimously by the University of Ottawa Senate on September 1, 1974.
Senate approval for the establishment of the Aboriginal Teacher Education Program (ATEP), known as the Native Teacher Education Program until the 2010-11 academic year, was granted originally in 1999.
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 all programs of professional education reviewed have a clearly delineated conceptual framework.
The conceptual framework for the Faculty of Education is based on iterative and dynamic communities of inquiry that promote reflective practice. Inquiry is understood as questioning, reflecting, revisiting, rethinking, re-examining, and taking action with respect to educational issues and practice. The conceptual framework uses the image of a fractal to represent the interrelating cohort structure of the programs. The cohort structure creates nested communities of inquiry and practice and supports the iterative dynamic of teaching, learning, and research within such communities.
The Faculty uses the word inquiry to reflect their view of teachers as both teacher and learner as they engage in examining what it means to teach and what it means to learn. This inquiry takes place within the multiple communities in which teacher candidates and faculty members engage during the teacher education program.
Both of the programs’ orientations are based on the conceptual framework and include active collaborative groups of inquiry or learning communities that share knowledge of teaching and learning with each other and across other learning communities.
The conceptual framework informs the program design of all delivery models in both the Regular and ATEP programs and course work. The framework also informs the work of teaching faculty and educational partners from practicum schools.
The conceptual framework informs the design of the Aboriginal Teacher Education Program. The inquiry model acknowledges and supports the teaching contexts in the Aboriginal communities and in urban settings. The conceptual framework of communities of inquiry is evident in the support that is provided by faculty and teacher candidates with their peers as they learn about, discuss and act on teaching Aboriginal students. The program during the two years includes ongoing opportunities for sharing teaching experiences, learning teaching theory that is culturally relevant and applying and revisiting what they have learned.
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
- the College’s “Standards of Practice for the Teaching Profession” and the “Ethical Standards for the Teaching Profession”,
- current research in teacher education, and
- the integration of theory and practice in teacher education.
Findings
The evidence indicates that the programs of professional education reviewed are consistent with and reflect the Ontario College of Teachers’ Ethical Standards for the Teaching Profession and the Standards of Practice for the Teaching Profession, current research in teacher education, and the integration of theory and practice in teacher education.
The learning outcomes for all programs are organized into four categories: communities of inquiry, commitment to students and student learning, professional inquiry and professional practice. The recent revision of the Faculty of Education’s conceptual framework strongly linked these learning outcomes to the College’s Standards of Practice for the Teaching Profession and the Ethical Standards for the Teaching Profession. The College Standards are included in course outlines and the practicum handbook. Graduates of the programs are expected to demonstrate the Ethical Standards of trust, care, respect and integrity.
The conceptual framework is grounded in contemporary research and scholarship on teacher education, for example the work of Lave and Wenger, Cochran-Smith and Lytle, Fullan and Hargreaves. The conceptual framework focuses on communities of inquiry grounded in work on situated learning and communities of practice. Opportunities to dialogue and engage in meaningful and sustained collaborative work are well recognized as ways of encouraging inquiry into classroom practice and in supporting the enactment of new ideas.
The Aboriginal Teacher Education Program (ATEP) combines the current teaching theory evident in the regular consecutive program with current theory on Aboriginal teaching and learning perspectives, as represented by the work of Castagno and Brayboy, Kanu, Duquette, Anderson, and Toulouse.
The programs are consistent with and reflect the integration of theory and practice in teacher education. The conceptual framework of communities of inquiry, and the cohort delivery structure of both programs, positions teacher candidates to move in and out of theoretical spaces (university classrooms) into practitioner spaces (classrooms with students).
In foundation courses teacher candidates in both the regular and the ATEP programs engage with theoretical ideas and discuss or practice what these ideas mean for the classroom by designing and adapting lesson plans and activities based on theories such as inclusive education. Methods courses also integrate theory with practice. The practicum course integrates practice through learning about classroom management skills, building positive relationships with students, understanding professional boundaries, and building professional expertise. Candidates hone their teaching skills as they reflect on research and case studies of successful practice. There is an explicit link between theory and practice throughout the academic year.
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 curriculum for all programs reviewed is current, references the Ontario curriculum, includes the application of current research in teacher education, and represents a wide knowledge base in the divisions and components of the programs.
The evidence indicates that the program curriculum is current. Research by full-time regular faculty members brings current educational thinking to course curriculum. For example, the faculty participates in the provincially funded KNAER initiative (Knowledge Network for Applied Education Research) in consultation with the Ontario Ministry of Education. The initiative funds applied research by groups of practitioners and researchers to disseminate knowledge about effective practices in classrooms, schools and school boards in the province. Faculty members and seconded staff also serve on curriculum and advisory councils for the Ministry of Education. French as a Second Language methods courses focus on human development and second language teaching pedagogy. Current research in French second language education is shared with teacher candidates and course content includes assessment of, for and as learning. Courses and assignments in the ATEP program incorporate research related to current research in Aboriginal education.
All course outlines in the Regular, FSL P/J and the ATEP programs refer to appropriate Ontario Curriculum documents for each division of study. Course readings and assignments focus on recent Ministry of Education initiatives. Candidates are informed of new initiatives and Ministry support documents such as Full Day Learning, Growing Success, Learning for All, Environmental Education, and Financial Literacy.
The ATEP program curriculum, in addition to the documents and initiatives listed above, infuses Aboriginal perspectives based on work with families and the communities and reflects culturally responsive content, including extensive use of the Ontario Ministry of Education’s First Nation, Metis and Inuit Education Policy Framework.
The program curriculum includes the application of current research in teacher education. Teacher candidates are exposed to the work of Piaget, Bruner, Bloom's Taxonomy, Vygotsky, Gardner, and Dewey. Course work includes the application of Multiple Intelligence Theory, Constructivism and Cognitivist Instruction. In addition to the above research theories, ATEP teacher candidates identify or prepare and use culturally appropriate materials to foster the ability of Aboriginal students to use their own voice. FSL candidates demonstrate proficiency in and knowledge of the Common European Framework of Reference for Languages proficiency model.
The curriculum for the regular consecutive programs, including French as a Second Language and the Aboriginal Teacher Education Program represent a wide knowledge base in the divisions and components of the programs. For example, P/J and J/I candidates receive instruction in all strands of the Arts (dance, drama, fine arts and music). Candidates with areas of study in Intermediate/Senior learn about methods content for grades 7 and 8 as well as 9 - 12.
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 includes theory, method and foundation courses and appropriate provision for the application of theory in practice.
The course content of the programs includes theory and foundation courses. Foundation courses reference theorists such as Vygotsky, Gardner, Bloom, Piaget and Dewey. The foundation course content in ATEP makes reference to these theorists as well as having an additional focus on theorists in Aboriginal education such as Duquette and Toulouse.
The programs include four foundations courses that are required for all teacher candidates in all divisions and delivery models in both of the programs. They are: The Learning Process in the Educational Setting, Schooling and Society, Curriculum Design and Evaluation in Education and Education of Exceptional Students.
All teacher candidates take compulsory method courses related to the Ontario Curriculum subjects taught in the divisions. French as a Second Language teacher candidates also take additional methods courses designed specifically for this area of study. Methodology courses in the ATEP program are appropriate to the Primary/Junior divisions, and are infused with Aboriginal perspectives.
The course content of the programs reviewed includes an appropriate provision for the application of theory in practice. The compulsory foundation courses Curriculum Design and Evaluation in Education, The Learning Process in the Educational Setting and Education of Exceptional Students focus on the application of educational theory in practice. Compulsory division specific method courses also make an appropriate provision for candidates to apply theory in practice.
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 is appropriate for the regular consecutive teacher education program on-campus delivery model. Additional evidence is required to verify the appropriateness of the format and structure of the regular consecutive on-site delivery model and the Aboriginal Teacher Education Program (ATEP).
There are two programs of professional education offered in English by the Faculty of Education, University of Ottawa: the regular consecutive program and the ATEP. All teacher candidates in both programs are grouped in cohorts. All cohorts are organized by areas of study; for example, Primary/Junior, Junior/Intermediate, or Intermediate/Senior. In addition, some cohorts in the regular consecutive program have a specialized focus; for example, Urban Education. The cohorts in both of the programs are also distinguished by having a particular delivery model in terms of where the program is located, and how the curriculum is delivered.
The regular consecutive program has areas of study in the Primary/Junior, Junior/Intermediate, and Intermediate/Senior divisions. Within the regular consecutive program, cohorts are grouped in two delivery models: on-campus and on-site.
The on-campus delivery model has cohorts grouped relating to the Primary/Junior, Junior/Intermediate and Intermediate/Senior areas of study. Some of the cohorts in the on-campus delivery model also have a specialized focus. Specialized cohorts in the on-campus delivery model are organized as communities of inquiry to respond to specific needs and to address critical educational issues. On-campus specialized cohorts include: 1) Intermediate/Senior Urban Education Community, 2) Junior/Intermediate Developing a Global Perspective cohort, 3) Primary/Junior Developing a Global Perspective cohort, 4) Primary/Junior Comprehensive School Health cohort and 5) Teaching French as a Second Language in the Primary/Junior divisions cohort.
All on-campus cohorts pursue the same compulsory course work. Candidates in a cohort with a specialized focus have their studies infused with the additional thematic focus of the cohort.
The program’s format and structure is appropriate for each of the on-campus cohort groups in the regular consecutive program. The program is structured over an eight month schedule in which teacher candidates complete their course work and two school based practica of at least 40 days. Within the regular program, 1 credit represents 12 contact hours and in each 3 credit course there are 36 contact hours. Candidates in the on-campus cohorts spend four days a week at the Faculty of Education doing course work and one day a week in schools gaining additional field experience.
The members of the specialized on-campus cohort with a focus on teaching French as a Second Language in the Primary/Junior divisions undertake the same compulsory course work as the other cohorts. In addition, members of the Primary/Junior FSL cohort take two 3-credit courses in teaching French as a Second Language. Those candidates who do not demonstrate the required level of fluency are also required to take an additional French-language grammar course.
The regular consecutive program also has an on-site delivery cohort with areas of study in the Primary/Junior divisions. This cohort is structured over an eight and a half month schedule in which teacher candidates complete their course work and two school based practica of at least 40 days. Teacher candidates studying in the on-site cohort begin their program on-campus at the Faculty of Education for two weeks in August. During the remainder of the year, the on-site cohort has a blend of extended on-site experiences four days a week in schools and 3-credit courses which are offered one day a week on the university campus. At certain points candidates return to campus for classes several weeks in a row.
Within the on-campus cohorts of the regular program, each 3 credit course has 36 contact hours. However, some courses in the on-site cohort of the regular program do not have this number of contact hours. The foundation courses for the on-site cohort consist of 36 contact hours, while the method courses consist of 24 contact hours. As teacher candidates in all programs and modes of delivery take the same compulsory foundation courses and divisionally appropriate method courses, it is unclear to the committee how candidates in the on-site cohort are meeting the same course expectations and covering the same course content as the on-campus regular program considering the reduced number of hours.
The Aboriginal Teacher Education Program (ATEP) is offered with areas of study in the Primary/Junior divisions. Courses are delivered across six semesters or a two year period that begins in July of the first academic year and continues until the end of April in the second year. Courses are offered in a blended format, which is a combination of face-to-face and online delivery. Each summer, four courses are offered face-to-face over four weeks in July. Generally these are two methods courses and two foundation courses. One elective, the Political and Professional Organization in Aboriginal Education, is typically taught in the fall via distance education. In winter, one practicum may be completed in the first year. In the second year, the remaining face-to-face and distance courses are completed and the remaining practica are completed. By the end of their two year community based program all ATEP teacher candidates must be successful in three 4 week practica (60 days) in public schools or band operated schooling where the Ontario curriculum is taught.
The ATEP program has two delivery models: campus-based at the Faculty in Ottawa and community-based at the Anishnaabewgamig learning centre, on the Walpole Island First Nation. The ATEP program in both delivery models requires the same core courses and practicum as the regular consecutive Primary/Junior program.
Within the campus-based ATEP program, each 3-credit course represents 15 contact hours. Within the community-based ATEP program, 3 credits represents 30 contact hours. In comparison, courses in the regular consecutive on-campus delivery program consist of 36 course credit hours. As teacher candidates in all programs and modes of delivery take the same compulsory foundation courses and divisionally appropriate method courses, it is unclear to the committee how candidates in both the campus-based and community-based ATEP program are meeting the same course expectations and covering the same course content as the on-campus regular program, considering the reduced number of hours allocated to the courses in both delivery models.
Conclusion
Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 6 is substantially satisfied for the regular consecutive teacher education program (specifically, the on-site delivery model), and for the Aboriginal Teacher Education Program (ATEP).
Reasons for Conclusion
While the on-site cohort of the regular consecutive program has the same compulsory courses as the on-campus cohorts in the regular consecutive program, the candidates in the on-site cohort of the regular consecutive program receive fewer course contact hours. It is unclear to the committee how candidates in this cohort are meeting the same course expectations, and covering the same course content as the on-campus regular program, in the courses where a reduced number of hours have been allocated.
While the ATEP campus-based and community-based cohorts have the same required courses as the on-campus cohorts in the regular consecutive program, the candidates in the ATEP campus-based and community-based cohorts receive fewer course contact hours. It is unclear to the committee how candidates in these cohorts are meeting the same course expectations as the on-campus regular program, and covering the same course content, in the courses where a reduced number of hours have been allocated.
The committee accepts that the Faculty of Education at the University of Ottawa intends to ensure that Requirement 6 is satisfied for all programs.
- To fully satisfy this condition for the regular consecutive on-site delivery model, the Dean could provide detailed evidence of the following, for example, for the committee to consider:
- sample timetables and corresponding course outlines for the regular consecutive teacher education program on-site delivery model demonstrating that the course hours in this delivery model are identical or comparable to the instructional hours required for the on-campus delivery model in the regular program of professional education offered by the faculty
- in instances where courses are comprised of less than 36 instructional contact hours with a University of Ottawa faculty member, the committee would consider detailed evidence of:
- how teacher candidates under these reduced course hours meet the specific content and learning outcomes for each course, and
- how the assessment of teacher candidates’ coursework, tasks and assignments inform the faculty instructor that the learning outcomes are met, and
- how there is an appropriate balance of faculty and practitioner members instructing candidates, specifically that the balance reflects current research in teacher education and enables an appropriate inclusion of theory.
The Dean must submit this evidence to the College within three years of receipt of the
Accreditation Committee’s decision. Once the Dean provides information that the Accreditation Committee finds to be acceptable evidence, Requirement 6 will be fully satisfied for the regular consecutive program.
- To fully satisfy this condition for the Aboriginal Teacher Education Program, the Dean could provide detailed evidence of the following, for example, for the committee to consider:
- sample timetables and corresponding course outlines for both of the ATEP delivery models (campus-based and community-based) demonstrating that the course hours in each of these delivery modes is identical or comparable to the instructional hours required for the on-campus delivery model in the regular program of professional education offered by the faculty
- in instances where courses are structured with less than the 36 instructional contact hours with a University of Ottawa faculty member, as expected within the on-campus regular program, the committee would consider detailed evidence of:
- how teacher candidates under these reduced course hours meet the specific content and learning outcomes for each course, and
- how the assessment of teacher candidates’ coursework, tasks and assignments informs the instructor that the learning outcomes are met.
The Dean must submit this evidence to the College within three years of receipt of the
Accreditation Committee’s decision. Once the Dean provides information that the Accreditation Committee finds to be acceptable evidence, Requirement 6 will be fully satisfied for the ATEP.
Requirement 7
Students are assessed and informed of their progress on an ongoing basis throughout the program.
Findings
The evidence indicates that teacher candidates are assessed and informed of their progress on an ongoing basis throughout all programs of professional education reviewed.
Summative and formative assessment is provided on an ongoing basis in both of the programs reviewed. Teacher candidates are informed of the university grading framework, including percentage ranges and narrative descriptions, which apply to all course assignments. Course syllabi demonstrate a variety of assessment strategies through rubrics, exemplars, holistic grading and conferences where feedback is a key element.
Teacher candidates in all programs receive formative feedback. Feedback is given on lesson plans, reflections and assignments. Teacher candidates in the on-site cohort of the regular consecutive program are required to submit exit cards to allow the instructor to monitor student understanding and progress.
Face-to-face interaction and electronic mechanisms such as blogs, on-line discussions, and group presentations provide support for teacher candidates’ ongoing professional development and growth.
Feedback is provided to teacher candidates throughout the ATEP program.
Teacher candidates in all programs are assessed and informed of their progress on an ongoing basis throughout the practicum.
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 all required components for the practicum are addressed in the programs reviewed.
Teacher candidates in all programs complete a practicum of teaching and observation of at least 40 days in schools which implement Ontario curriculum or in other situations approved by the College. Teacher candidates in the regular consecutive program will complete a minimum of 45 days of practicum over two sessions. One of the two practicum placements for teacher candidates in the French as a Second Language cohort will take place in a Core French or French Immersion classroom.
ATEP teacher candidates complete 60 days of observation and practice teaching over 12 weeks by the end of year two.
Teacher candidates in all programs reviewed experience practica that 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. ATEP candidates are placed in public schools or band operated schools where the Ontario curriculum is taught. They are supervised by associate teachers who are members of the College.
All teacher candidates participate in settings related to each of their divisions and, in the case of Junior/Intermediate and Intermediate/Senior candidates, one of the subject areas relevant to the student. The ATEP Primary/Junior teacher candidates observe and teach in both of the divisions for which they will be certified.
An experienced teacher supervises teacher candidates and assesses their practicum in all programs. It is the policy of the faculty that an experienced member in good standing of the Ontario College of Teachers must be approved by the principal to supervise and assess teacher candidates. In addition to the practicum evaluation forms, associate teachers for the on-site delivery model provide informal feedback to candidates each month through checklists. A final report completed by the associate teachers is submitted in the spring to the coordinators of the on-site delivery model.
In both the ATEP campus-based and community-based program models, associate teachers are chosen if they have two years teaching experience and are a member in good standing of the Ontario College of Teachers. On occasion, the Director of a First Nation school board, who is a member of the College, assumes the supervision of the teacher candidate.
In all programs reviewed faculty members are appointed as advisors for each teacher candidate. Faculty members assigned to the role of advisors generally support teacher candidates through email communication. The advisor also serves as a liaison between the Faculty of Education and the practicum schools. The Coordinator of the ATEP program, who assigns the teacher candidates to their three practicum placements, also assumes the faculty advisor role of mentoring the teacher candidates.
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.
Teacher candidates must successfully complete practicum placements to successfully complete the programs.
Successful completion is achieved through continual support of the teacher candidates. Faculty serving in a practicum liaison role encourage associate teachers and host principals to inform them if there is potential of failure for a specific teacher candidate. The faculty member visits the school immediately and in the case of a withdrawal from the practicum, they will create a written plan for remediation with the teacher candidate.
Teacher candidates in the ATEP program are supported during their practicum experience and have knowledge of the requirements for success in order to achieve completion of 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.
Teaching method courses are aligned with the Primary/Junior, Junior/Intermediate, Intermediate/Senior divisions in the program. Teacher candidates in the ATEP program take methods courses related to the Primary/Junior divisions that are appropriate for their community focus.
At every divisional level teacher candidates are expected to demonstrate an understanding of the Ontario Curriculum and to be able to design instructional and assessment activities that address the curriculum expectations suitable to the grade level being taught. Additionally there is an understanding that teacher candidates will be exposed to current research and thinking about instructional and assessment strategies.
Primary/Junior teacher candidates, including candidates in the French as a Second Language Primary/Junior cohort, take methods courses in Language, Mathematics, Science and Technology, Personal and Social Studies and Health and Physical Education, and the Arts. In addition, the French as a Second Language Primary/Junior cohort take two 3-credit courses in teaching French as a Second Language. Those candidates who do not demonstrate the required level of fluency are also required to take an additional French-language grammar course.
Junior/Intermediate teacher candidates take methods courses appropriate for teaching in the Junior and Intermediate divisions in Social Studies (History and Geography) and Physical and Health Education, Arts and Language, Mathematics, Science and Technology. As well, candidates take one additional methods course in their intermediate teachable subject. Intermediate/Senior teacher candidates take four methods courses, two for each of their teachable subjects. They take the Intermediate level of each teachable in the fall and the Senior division level of each teachable in the winter.
ATEP teacher candidates are expected to take the same range of methods courses for the Primary/Junior divisions as teacher candidates in the regular program. ATEP candidates take up to three additional methods courses: Technology in Teaching in an Aboriginal Context; Teaching English as a Second Language to Native Students and Teaching Native Languages in an Immersion Setting.
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.
Human Development and Learning is a component within the four compulsory foundation courses for all programs: The Learning Process in the Educational Setting; Schooling and Society; Curriculum Design and Evaluation in Education and Education of Exceptional Students. All teacher candidates are introduced to the fundamental theories of human development and learning. Teacher candidates examine theories of learning and current literature to debate and analyze what human learning theories mean when applied to the classroom practice, issues of diversity, multicultural education and assessment practices. They are encouraged in class discussions and assignments to make connections between a number of approaches such as constructivism, social constructivism and cognitive theory.
In their foundation courses, ATEP candidates cover the same fundamental theories of human development and learning, and apply a further Aboriginal focus. The collective needs of the community provide a further perspective to the topics and teacher candidates are invited to investigate and learn about how to combine the two perspectives as an effective teacher of Aboriginal students. Resources for the indigenous theories on human development and learning are provided through readings, traditional teachings and community input from Elders, their families and native authors.
Legislation and government policy are components not only of foundations courses, but of all courses in all programs. Teacher candidates are required to study legislation and government policy in courses such as Schooling and Society, Curriculum Design and Evaluation and Education of Exceptional Students. Within these umbrella courses teacher candidates are exposed to the Education Act, the nature of special education in Ontario, the legal responsibilities and obligations of the classroom teacher, issues of risk management in an educational setting, the nature of IPRC’s and the Safe Schools Act and the importance of Professional and Ethical Standards. Throughout the courses that are part of the legislation and government policies component, students are continually exposed to and expected to utilize Ontario Ministry of Education documents and resource guides.
ATEP teacher candidates take the same courses with a further emphasis on issues directly related to Aboriginal education. Topics include Aboriginal People and the Schooling System; the Governance of First Nations Schools and the legislated duties of teachers and principals. Teacher candidates are assisted in developing a respect for historical and cultural values, and social justice.
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,
- persons with appropriate academic qualifications,
- practitioners with appropriate experience in the field of education, and
- persons with appropriate expertise in the divisions and components of the program.
Findings
The evidence indicates that the faculty members teaching in the programs of professional education reviewed 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.
Faculty members teaching in both programs reviewed are an appropriate combination of persons with appropriate academic qualifications. Faculty members teaching in the regular consecutive program have appropriate academic qualifications relevant to the areas they teach. A PhD is preferred in hiring both part-time and full-time faculty. Instructors are expected to have juried publications and a strong research base.
Faculty teaching in the ATEP program also possess appropriate academic qualifications. Three have a PhD and six hold a Master’s degree in a field related to the program. There are twelve tenured research faculty members instructing in the ATEP program.
Faculty members teaching in both programs of professional education are an appropriate combination of practitioners with appropriate experience in the field of education. In addition to their academic credentials, many faculty members have extensive experience in classroom teaching. Part-time faculty members are expected to have current or recent classroom experience, and classroom experience is the most important determinant for hiring secondees. The on-site cohort delivery model includes staff members who are currently teaching in classrooms.
Faculty members teaching in the ATEP program have appropriate expertise in the field of Aboriginal education. Instructors in the foundations and methods courses have all had classroom experience.
Faculty members teaching in both of the programs of professional education are an appropriate combination of persons with appropriate expertise in the divisions and components of the program. In the regular consecutive program, faculty members are assigned based on the divisions with which they have experience. In the ATEP Primary/Junior program, 69% of faculty hold Primary qualifications, and 75% hold Junior qualifications.
Conclusion
Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 12 is fully satisfied for all programs reviewed.
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 the University of Ottawa maintains adequate internal controls to preserve the integrity of student records relating to the programs reviewed.
All documents related to admission and administration and student achievement are electronically stored on site on secured servers in a stand-alone data centre. All admissions documents are stored securely and are kept appropriately in perpetuity.
The Registrar at the University of Ottawa belongs to current professional affiliations such as the American Association of Collegiate Registrars and Admissions Officers (AACRAO) and the Association of Registrars of the Universities and Colleges of Canada (ARUCC). The Registrar regularly reviews standards outlined by AACRAO and ARUCC to revise policies pertaining to the maintenance of adequate internal controls and verifies their practices through consultation of best practices in the field. Only a small number of staff members are authorized to access records.
Approved computer security protocols are followed. Every teacher candidate has a secure log in and password. Policy 90, approved by the Senate of the university, outlines the access to information and protection of privacy regulation for the institution.
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 University of Ottawa’s Faculty of Education is committed to continuous improvement and quality assurance and has implemented measures demonstrating that commitment for all programs reviewed.
The Faculty of Education demonstrates a commitment to continuous improvement and quality assurance through formal systemic review processes. In 2010 and 2011, the conceptual framework committee and the teacher education program council reviewed the mission statement and subsequently expanded their former conceptual framework to reflect the current faculty’s stance on multiple communities of inquiry in education and its influence on teacher practice. There is a Teacher Education Program Council (TEPC) where learning outcomes and expectations for teacher candidates are set. For example, based on feedback suggestions, the Faculty has developed a tool to allow for greater collaboration among all education faculty members through Wiki, a collaborative web site, where faculty members post course syllabi. These allow for greater collaboration among all education faculty members.
The Faculty relies on surveys and focus groups to assess the standard of quality of their programs and to identify areas needing improvement. For example, based on feedback from the ATEP teacher candidates, the Faculty has recruited more Aboriginal instructors to teach in the program.
Associate teachers receive surveys from the Faculty regularly requesting feedback on the practicum experience. Feedback based on these surveys led to modifications to the structure of the practicum. In the past, faculty advisors were not expected to visit but to maintain an email correspondence with the teacher candidates. This practice was changed and the practicum groups were restructured so that all faculty members will visit some candidates during practicum at least once.
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 there is a Teacher Education Advisory Council (TEAC) that functions in an advisory and liaison capacity to the programs reviewed.
The TEAC meets three to four times a year and includes members of local school boards, ATEP representatives of First Nation communities and representatives of other stakeholder organizations. The TEAC functions in an advisory and liaison capacity in relation to all programs.
First Nation communities’ representatives on the TEAC bring direct knowledge about the ATEP and Aboriginal education to the discussions.
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 with Conditions
For the reasons set out above, the Accreditation Committee finds that the following English-language programs of professional education offered by the Faculty of Education at the University of Ottawa substantially satisfy Requirement 6 and fully satisfy all other requirements of Regulation 347/02, Accreditation of Teacher Education Programs:
- Consecutive program of professional education with areas of study in the Primary/Junior, Junior/Intermediate and Intermediate/Senior divisions, leading to a Bachelor of Education degree, and including the Primary/Junior divisions with a focus on teaching French as a Second Language
- Consecutive program of professional education for persons of First Nation, Métis or Inuit ancestry with areas of study in the Primary/Junior divisions, leading to a Bachelor of Education degree or a Certificate in Aboriginal Teacher Education (six-semester sessional program known as “Aboriginal Teacher Education Program or ATEP”)
The Accreditation Committee grants general accreditation with conditions as noted below to these programs for a period of seven years until March 8, 2020 or for an amended period of time that is in accordance with Section 15 of Regulation 347/02, Accreditation of Teacher Education Programs.
Requirement 6 Conditions:
Fully satisfying Requirement 6 for the regular consecutive on-site delivery model and the Aboriginal teacher education program (ATEP) is contingent upon the Dean of the Faculty of Education submitting evidence acceptable to the Accreditation Committee of the appropriateness of the format and structure of the program for the regular consecutive on-site delivery model and the Aboriginal Teacher Education Program (ATEP).
1. To fully satisfy this condition for the regular consecutive on-site delivery model, the Dean could provide detailed evidence of the following, for example, for the committee to consider:
- sample timetables and corresponding course outlines for the regular consecutive teacher education program on-site delivery model demonstrating that the course hours in this delivery model are identical or comparable to the instructional hours required for the on-campus delivery model in the regular program of professional education offered by the faculty
- in instances where courses are comprised of less than 36 instructional contact hours with a University of Ottawa faculty member, the committee would consider detailed evidence of:
- how teacher candidates under these reduced course hours meet the specific content and learning outcomes for each course, and
- how the assessment of teacher candidates’ coursework, tasks and assignments inform the faculty instructor that the learning outcomes are met, and
- how there is an appropriate balance of faculty and practitioner members instructing candidates, specifically that the balance reflects current research in teacher education and enables an appropriate inclusion of theory.
The Dean must submit this evidence to the College within three years of receipt of the
Accreditation Committee’s decision. Once the Dean provides information that the Accreditation Committee finds to be acceptable evidence, Requirement 6 will be fully satisfied for the regular consecutive program.
- To fully satisfy this condition for the Aboriginal Teacher Education Program, the Dean could provide detailed evidence of the following, for example, for the committee to consider:
- sample timetables and corresponding course outlines for both of the ATEP delivery models (campus-based and community-based) demonstrating that the course hours in each of these delivery modes is identical or comparable to the instructional hours required for the on-campus delivery model in the regular program of professional education offered by the faculty
- in instances where courses are structured with less than the 36 instructional contact hours with a University of Ottawa faculty member, as expected within the on-campus regular program, the committee would consider detailed evidence of:
- how teacher candidates under these reduced course hours meet the specific content and learning outcomes for each course, and
- how the assessment of teacher candidates’ coursework, tasks and assignments informs the instructor that the learning outcomes are met.
The Dean must submit this evidence to the College within three years of receipt of the Accreditation Committee’s decision. Once the Dean provides information that the Accreditation Committee finds to be acceptable evidence, Requirement 6 will be fully satisfied for the ATEP.
As required in Section 16. (1) of Regulation 347/02, Accreditation of Teacher Education Programs, the Dean of the Faculty of Education 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
March 8, 2013
Decision Regarding the Enhanced Teacher Education Program Verification Report
Read the Full Decision
Confirmation of Accreditation
ATEP
The Accreditation Committee finds that the following program of professional education offered by the Faculty of Education, University of Ottawa fully satisfies the accreditation requirements of Regulation 347/02, Accreditation of Teacher Education Programs as they read on September 1, 2015:
- Consecutive program of professional education for persons of First Nation, Métis or Inuit ancestry with areas of study in the Primary/Junior divisions, leading to a Bachelor of Education degree or a Certificate in Aboriginal Teacher Education (six-semester sessional program known as “Aboriginal Teacher Education Program or ATEP”)
In making this decision, the committee considered the information in the verification reports, and the committee has removed previous conditions on Requirement 6 of the ATEP program. The program is now accredited without conditions. The committee noted that the Faculty of Education has increased the number of course hours, which means all courses in both the on-site and community-based programs are 36 hours in duration rather than 30 hours.
Regular Program
The Accreditation Committee finds that the following program of professional education offered by the Faculty of Education, University of Ottawa substantially satisfies accreditation Requirement 6 and fully satisfies all remaining requirements for accreditation in 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, and including the Primary/Junior divisions with a focus on teaching French as a Second Language
The Accreditation Committee confirms general accreditation for this program and adds the conditions as noted below for accreditation to continue until March 8, 2020.
Fully satisfying Requirement 6 for the regular consecutive on-site delivery model is contingent upon the Dean of the Faculty of Education submitting evidence acceptable to the Accreditation Committee of the appropriateness of the format and structure of the program for the regular consecutive on-site delivery model.
- To fully satisfy this condition for the regular consecutive on-site delivery model, the Dean could provide detailed evidence of the following, for example, for the committee to consider:
- sample timetables and corresponding course outlines for the regular consecutive teacher education program on-site delivery model demonstrating that the course hours in this delivery model are identical or comparable to the instructional hours required for the on-campus delivery model in the regular program of professional education offered by the faculty
- in instances where courses are comprised of less than 36 instructional contact hours with a University of Ottawa faculty member, the committee would consider detailed evidence of:
- how teacher candidates under these reduced course hours meet the specific content and learning outcomes for each course, and
- how the assessment of teacher candidates’ coursework, tasks and assignments inform the faculty instructor that the learning outcomes are met, and
- how there is an appropriate balance of faculty and practitioner members instructing candidates, specifically that the balance reflects current research in teacher education and enables an appropriate inclusion of theory.
The Dean must submit this evidence to the College within three years of receipt of the
Accreditation Committee’s decision. Once the Dean provides information that the Accreditation Committee finds to be acceptable evidence, Requirement 6 will be fully satisfied for the regular consecutive program.
The committee is placing the condition on the program, because it is unclear how candidates in the on-site model are meeting the same course expectations and covering the same course content as the on-campus regular program, considering the reduced number of hours.
Initial Plan
As required in subsection 16(1) of Accreditation Regulation 347/02, Accreditation of Teacher Education Programs, the Dean of the Faculty of Education, University of Ottawa shall submit to the Accreditation Committee, within six months of the Accreditation Committee issuing this decision, a plan outlining the proposed methods and estimated time for satisfying the aforementioned condition of accreditation, and report annually to the Accreditation Committee on the progress in satisfying the condition.
If the provider chooses to cease to offer the on-site model of the program, the provider must notify the Accreditation Committee and the committee will review the circumstances for this particular delivery model.
The Accreditation Committee confirms general accreditation of these programs to continue until March 8, 2020.
Accreditation Committee
Ontario College of Teachers
June 1, 2016
Program Change Decision for the Consecutive Program
Read the Full Decision
For the reasons set out in the findings above, the Accreditation Committee confirms that the following program, as modified with respect to the mode of delivery, qualifies for general accreditation without conditions until the existing expiry date of March 8, 2020 or for an amended period of time that is in accordance with Section 15 of Regulation 347/02, Accreditation of Teacher Education Programs:
- Consecutive program of professional education with areas of study in the Primary/Junior, Junior/Intermediate and Intermediate/Senior divisions, leading to a Bachelor of Education degree, and including the Primary/Junior divisions with a focus on teaching French as a Second Language
Accreditation Committee
Ontario College of Teachers
November 29, 2016
Amendment to Expiry Date
Pursuant to Section 15.(2)(0.a) of the Accreditation Regulation, the Accreditation Committee granted an extension of up to one year to the general accreditation for the consecutive program for persons of First Nation, Métis or Inuit ancestry.
Accreditation Committee
Ontario College of Teachers
September 17, 2019
