Accreditation Committee Decision
Proposed Consecutive Program of Professional Education for the Primary/Junior
and Junior/Intermediate Divisions
Decision of the Accreditation Committee regarding the Consecutive Program
of Professional Education for the Primary/Junior and Junior/Intermediate Divisions
proposed to be offered by the Faculty of Education at Tyndale University College
Introduction
The Faculty of Education at Tyndale University College submitted an application
on April 23, 2007 for initial accreditation of the following consecutive program
of professional education:
- Program of Professional Education for Teachers, with concentrations in
the Primary/Junior and Junior/Intermediate Divisions, leading to a Bachelor
of Education Degree
In accordance with Regulation 347/02, Accreditation of Teacher Education
Programs, the Accreditation Committee appointed a panel to:
- conduct a review of the program,
- act in an advisory role,
- report to the Accreditation Committee on its findings, and
- make recommendations to the Accreditation Committee with respect to the
initial accreditation of the program of professional education proposed to
be offered by the Faculty of Education at Tyndale University College.
The six-person panel was comprised of four members of Council, three of whom
were also members of the Accreditation Committee, a member of the College who
was not a member of Council, and a person nominated by the Faculty of Education
at Tyndale University College.
In carrying out its duties, the panel reviewed documentation provided by Tyndale
University College and conducted an on-site review which included an examination
of artefacts, interviews with stakeholder representatives and a review of resources.
The review took place July 9 -13, 2007. There were no submissions from the
public.
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 program of
professional education proposed to be offered by Tyndale University College
qualified for initial accreditation by satisfying the 15 requirements of
Regulation 347/02.
In making its decision, the Accreditation Committee considered the Final Report
of the Accreditation Panel, the response of the Faculty of Education, Tyndale
University College dated August 9, 2007 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 of Programs of Professional Education
Requirement 1
The provider of the program is a permitted institution.
Findings
The Ministry of Training, Colleges and Universities granted consent on December
22, 2006 for Tyndale University College & Seminary (Tyndale) to offer a
Bachelor of Education (Primary/Junior and Junior/Intermediate) in Ontario under
the Post-secondary Education Choice and Excellence Act, 2000. Consent
was granted for a period of five years, subject to the initial accreditation
of the program by the Ontario College of Teachers.
Conclusion
Given the decision of the Accreditation Committee stated herein, Requirement
1 is fully satisfied.
Requirement 2
The program has a clearly delineated conceptual framework.
Findings
The conceptual framework consists of five strands: concept, content, context,
colloquia, and practica, around which the program is organized and through
which the themes of reflective practice, professionalism, social justice, diversity,
equity, and service are infused. The strands are built on the foundations of
a faith-based perspective.
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 evidenced multiple opportunities for the study of the Standards
of Practice for the Teaching Profession and the Ethical Standards for the Teaching
Profession. Throughout the program, candidates gather artefacts that illustrate
their understanding of the Standards.
The Self Appraisal submitted in Tyndale University College’s application for
initial accreditation demonstrates the program’s consistency with current research
in education. Current research informs course content, course structure and
the overall conceptual framework of the program. The Faculty’s commitment to
current research in teacher education is evident in assessment techniques,
differentiated instruction, and professional learning communities.
A variety of strategies will be employed throughout the entire program to ensure
the interface between theory and practice. Course outlines for the professional
seminar, the colloquia strand and all the courses in the content strand offer
candidates the opportunity to investigate the interface between theory and
practice.
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
Course outlines for all Concept, Content and Context Courses, as well as the
Colloquia experiences, reference current research and use current planning,
teaching, and assessment and evaluation methods. Print and media resources
are recent publications within the last seven to ten years. The program content
represents a sufficiently wide knowledge base.
Most courses and candidate experiences reference the Ontario curriculum. Some
courses, however, notably ones which span the Primary, Junior and Intermediate
divisions, do not adequately reference the Ontario curriculum. There was insufficient
evidence of the required curriculum references in methodology across all grades,
particularly for Kindergarten and Grades nine and ten.
Conclusion
Requirement 4 is substantially satisfied, but not fully satisfied.
Reasons for Conclusion
Fully satisfying this requirement is contingent upon the Accreditation Committee
examining revised course content for each of the required courses in the content
strand of the program, as evidenced in revised course outlines or other acceptable
documents, and being satisfied that they provide adequate support for Kindergarten
and Grades 9 and 10.
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
Documentation and interviews confirmed that the course content of the program
is appropriate for the application of theory in practice.
The methods courses provide the foundational knowledge and skills to effectively
implement the curriculum in the Primary, Junior and Intermediate divisions.
The course content of the program aligns with the design and the conceptual
framework, and further, reflects the overall mission and five strand design
of the program.
Conclusion
Requirement 5 is fully satisfied.
Requirement 6
The program’s format and structure are appropriate for the course content.
Findings
The documentation contains evidence that the proposed program’s format and
structure are appropriate for the course content.
The design of the program, in terms of the sequence, combination, weighting,
scheduling of courses and practica, is appropriate in relation to the timing
of the theory, foundation and methods courses, and the timing of practicum
experiences. The format and structure reflect the overall mission statement
and the conceptual framework of the five strand design of the program.
The methods course outlines did not reference sufficient lists of resources
or show sufficient methodology to support Kindergarten and Grades 9 and 10.
Conclusion
Requirement 6 is substantially satisfied, but not fully satisfied.
Reasons for Conclusion
Fully satisfying this requirement is contingent upon the Accreditation Committee
examining revised course content, as evidenced in revised course outlines or
other acceptable documents, and being satisfied that they provide adequate
support for Kindergarten and Grades 9 and 10.
Requirement 7
Students are assessed and informed of their progress on an ongoing basis
throughout the program.
Findings
The documentation contains evidence that teacher candidates are assessed in
a variety of ways within each course and across courses. The Program Progress
Cumulative Report Form indicates that candidates will be informed of their
progress seven times over the duration of the program. During their practicum
experiences, candidates will be assessed on multiple dimensions of their performance
within school settings. Faculty Advisors will provide formal assessment of
candidates’ practicum progress for all three practicum placements.
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 theirpracticum.
- A faculty member is appointed as an advisor for each student.
Findings
The documentation states that teacher candidates will have 27 days of observation
and 75 days of practice teaching broken into three practicum sessions. It is
the intention that the first two practicum sessions occur in the public schools
of the partner boards. The third practicum session may be in an alternate setting.
Students have an opportunity to complete a practicum in the Primary and Junior,
or Junior and Intermediate divisions, based on their program of study.
The documentation includes the proposed experience qualifications for the
teacher advisors who will supervise and assess teacher candidates. Interviews
confirmed that experienced teachers will be in place to be teacher advisors.
It is the stated and documented intention that each faculty advisor will be
assigned to supervise seven to ten teacher candidates.
Conclusion
Requirement 8 is fully satisfied.
Requirement 9
Successful completion of the practicum is a requirement for successful
completion of the program.
Findings
Promotion and graduation requirement policies include a statement that candidates
must complete all practicum requirements in order to graduate. Supports will
be provided for teacher candidates who struggle with the practicum.
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
Method course outlines in the program were found to be appropriate for grades
1 through 8, but did not show particular attention to methodology related to
Kindergarten, and Grades 9 and 10.
Conclusion
Requirement 10 is substantially satisfied, but not fully satisfied.
Reasons for Conclusion
Fully satisfying this requirement is contingent upon the Accreditation Committee
examining revised content for the method courses in the program, as evidenced
in revised course outlines or other acceptable documents, and being satisfied
that they provide appropriate support for teaching Kindergarten and Grades
9 and 10.
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
The submitted application and Self-Appraisaldocument contain evidence
that the proposed program has teaching theory and foundation which include
courses on human development and learning, and on legislation and government
policies relating to education. The courses, The Developing Learner and The
Education Act and Ethical Standards for the Teaching Profession,
are required courses for all teacher candidates.
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
It is the stated and documented intention that Tyndale University will hire
faculty and adjunct instructors with appropriate academic qualifications, appropriate
experience in education, and expertise in the divisions and components of the
program.
Conclusion
Requirement 12 is substantially satisfied, but not fully satisfied.
Reasons for Conclusion
Fully satisfying this requirement is contingent upon the Accreditation Committee
examining the qualifications and experience of the full-time and part-time
faculty hired to teach the program, such as faculty academic profiles or other
acceptable information, and being satisfied that the faculty has the appropriate
qualifications for the program requirements.
Requirement 13
The permitted institution maintains adequate internal controls to preserve
the integrity of student records relating to the program.
Findings
Multiple methods are used to ensure records are stored securely. The University
employs a computer software package to maintain internal controls security.
Tyndale is a member of the Association of Education Registrars of Ontario Universities
(AEROU) and adheres to its established protocols. Tyndale complies with the
provisions of the Personal Information Protection and Electronic Documents
Act (PIPEDA).
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
The committee is satisfied that the Tyndale University College will carry
out its documented policies on periodic academic program review, annual faculty
evaluation review, and student feedback and evaluation. The institution is
committed to continuous improvement and quality assurance of the program.
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
Tyndale University College plans to establish a Teacher Education Advisory
Committee (TEAC). The terms of reference for this committee are provided and
show that the committee will function in an advisory and liaison capacity in
relation to the program. The members of the advisory committee will represent
a broad spectrum of education stakeholders.
Conclusion
Requirement 15 is substantially satisfied, but not fully satisfied.
Reasons for Conclusion
Fully satisfying this requirement is contingent upon the Accreditation Committee
examining evidence of a functioning TEAC, such as minutes from meetings or
other acceptable information, and being satisfied that the TEAC acts in an
advisory or liaison role to the program.
Decision of the Accreditation Committee
For the reasons set out above, the Accreditation Committee finds that the
consecutive Program of Professional Education for the Primary/Junior and Junior/Intermediate
divisions, proposed to be offered by the Faculty of Education, Tyndale University
College, substantially satisfies the requirements of Regulation 347/02,
Accreditation of Teacher Education Programs, and grants initial accreditation
with conditions as noted below, for a period of two years (August 30, 2009)
or the period of time ending on the graduation of the second class of students
enrolled in the program, whichever is the longer period of time, not to exceed
three years (August 30, 2010).
To be subject to the following conditions:
-
The Dean of the proposed program submit additional information acceptable
to the Accreditation Committee of the course content for each of the
required courses in the Content Strand of the program, such as course outlines.
Once the Faculty of Education at Tyndale University College provides information
that the Accreditation Committee finds to be acceptable evidence, Requirements
4, 6, and 10 will have been fully satisfied.
-
The Dean of the proposed program submit additional information acceptable
to the Accreditation Committee of the qualifications and experience of
the full-time and part-time faculty hired to teach the program, such as
faculty academic profiles. Once the Faculty of Education at Tyndale University
College provides information that the Accreditation Committee finds to
be acceptable evidence, Requirement 12 will have been fully satisfied.
-
The Dean of the proposed program submit additional information acceptable
to the Accreditation Committee of a functioning TEAC with an advisory or
liaison capacity to the program, such as minutes of the meeting. Once the
Faculty of Education at Tyndale University College provides information
that the Accreditation Committee finds to be acceptable evidence, Requirement
15 will have been fully satisfied.
In accordance with Section 16. (1) of Regulation 347, Accreditation
of Teacher Education Programs, the Dean of the proposed program shall,
-
submit a plan to the Accreditation Committee within six months after receiving
the decision, outlining the proposed methods and estimated time for satisfying
the conditions; and
- report annually to the Accreditation Committee on the progress in satisfying
the conditions.
Accreditation Committee
Ontario College of Teachers
August 30, 2007
Removal of Conditions
At its April 4, 2008 meeting, the Accreditation Committee reviewed information submitted on February 11, 2008 by the Academic Dean of the Faculty of Education at Tyndale University College to demonstrate that Condition #3 had been fully satisfied. The Committee examined the following documents as part of its review: the names and qualification of members of a Teacher Education Advisory Committee (TEAC) established on October 3, 2007; minutes from two TEAC meetings; and the terms of reference adopted by the TEAC on January 23, 2008.
In accordance with Section 16(2) of Regulation 347/02, Accreditation of Teacher Education Programs, the Committee determined that Requirement #15 is now fully satisfied and issued an order to remove Condition #3 from the initial accreditation of the consecutive program of professional education.
The Accreditation Committee issued an order to remove the remaining two conditions of initial accreditation at its meeting on November 13, 2008. The Committee determined that the information submitted by the Department of Education at Tyndale University College in their annual report and presented to the Accreditation Committee was evidence that Requirements #4, #6, #10 and #12 are now fully satisfied. The Accreditation Committee reviewed documents that included the course outlines for the program and the curriculum vitae for the faculty teaching in the program.
Accreditation Committee
Ontario College of Teachers
April 4, 2008
Amendment to Expiry Date
On June 23, 2009, the Accreditation Committee and the Faculty of Education at Tyndale University College agreed to extend the initial accreditation period for this program of professional education to July 31, 2011 to provide the faculty with additional time to complete an internal appraisal before preparing a submission for renewal of accreditation.
Accreditation Committee
Ontario College of Teachers
June 23, 2009
