Accreditation Committee Decision
Nipissing University — Faculty of Education
Application for General Accreditation of:
- the Consecutive Program of Professional Education for the Primary/Junior,
Junior/Intermediate and Intermediate/Senior Divisions, Leading to a Bachelor
of Education;
- the Concurrent Program of Professional Education for the Primary/Junior
and Junior/Intermediate Divisions leading to a Bachelor of Education;
- the Multi-Session Aboriginal Teacher Certification Program, Leading to
a Diploma; and
Application for Initial Accreditation of:
- the Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) Program, Leading to a Diploma
Introduction
The Faculty of Education at Nipissing University submitted an application
on December 1, 2008 for the general accreditation of the following teacher
education programs:
- Consecutive Program of Professional Education with concentrations in the
Primary/Junior, Junior/Intermediate and Intermediate/Senior divisions, leading
to a Bachelor of Education Degree
- Concurrent Program of Professional Education with concentrations in the
Primary/Junior and Junior/Intermediate divisions, leading to a Bachelor of
Education Degree, and
- Multi-Session Aboriginal Teacher Certification Program, leading to a Diploma.
The submission also included an application for the initial accreditation
of a new Multi-Session Teacher of Native Language as a Second Language: Algonquian
(Ojibwe) Program, leading to a Diploma.
In accordance with Regulation 347/02, Accreditation of Teacher Education
Programs, the Accreditation Committee appointed a seven-person panel
to:
-
conduct a review of the aforementioned programs of professional education,
-
act in an advisory role to the Accreditation Committee by,
- reporting to the Accreditation Committee on its findings, and
- making recommendations to the Accreditation Committee with respect
to the accreditation of the existing and new programs of professional
education noted above.
The panel was established in accordance with the criteria set out in Section
6 of Regulation 347/02 and included at least one panel member with specific
expertise in Aboriginal teacher education.
The panel reviewed a written self-appraisal report of the program and other
documentation provided by the Faculty of Education at Nipissing University.
The panel conducted an
on-site review from January 18 – 23, 2009 which included an examination
of artefacts, interviews with faculty and stakeholders, and a review of the
resources at the facility. The panel heard one public submission.
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 Consecutive
Program of Professional Education, the Concurrent Program of Professional
Education and the Multi-Session Aboriginal Teacher Certification Program
offered by the Faculty of Education at Nipissing University qualified for
general accreditation; and if the new Multi-Session Teacher of Native Language
as a Second Language: Algonquian (Ojibwe) Program, to be offered by the Faculty
of Education at Nipissing University qualified for initial accreditation.
In making its decision, the Accreditation Committee considered the Accreditation
Panel Final Report dated June 19, 2009, and the Dean’s response
to the draft report dated June 18, 2009, and the regulatory requirements
of Regulation 347/02, Accreditation of Teacher Education Programs,
and Regulation 184/97, Teachers’ Qualifications.
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 Nipissing University is a permitted institution.
Nipissing University began to offer teacher education programs in 1973, through
an Order in Council, as an affiliate of Laurentian University. Legislative
documents provide evidence that the Faculty of Education, Nipissing University
secured its own charter and became an autonomous institution in 1992 and continued
to offer teacher education programs.
The Multi-Session Teacher of Native Language as a Second Language Program:
Algonquian (Ojibwe) was given Senate approval in June 2007. This program also
has the support of the Near North District School Board’s First Nations
Advisory Committee which represents seven First Nations in Nipissing University’s
immediate area.
Conclusion
Based upon the information provided for the Accreditation Committee to consider,
it finds that Requirement 1 is fully satisfied for the Consecutive, Concurrent,
Multi-session Aboriginal Teacher Certification and the new Multi-Session Teacher
of Native Language as a Second Language: Algonquian (Ojibwe) programs of professional
education.
Requirement 2
The program has a clearly delineated conceptual framework.
Findings
The evidence indicates that the Consecutive, Concurrent, Multi-Session Aboriginal
Teacher Certification, and the new Multi-Session Teacher of Native Language
as a Second Language: Algonquian (Ojibwe) programs of professional education
have a clearly delineated conceptual framework.
This conceptual framework is described as six interconnected portals that
represent the program. The six portals are: Understanding through Performance;
Understanding of Diversity; Technology; Understanding of Self; Reflective Practice;
and Interdisciplinary Program. In the centre of these portals is the praxis,
which refers to the complex interplay between theory and practice, and to the
internal and external forces that influence the development of the teacher.
The Multi-Session Teacher of Native Language as a Second Language: Algonquian
(Ojibwe) Program is consistent with the mission statements of both the university
and the Faculty of Education. Nipissing’s Multi-Session Teacher of Native
Language as a Second Language: Algonquian (Ojibwe) Program, when viewed through
the existing conceptual framework, enables the faculty to create an experience
for teacher candidates that is multidimensional regardless of the delivery
method or the location of the program. The ultimate goal of the program is
to prepare new teachers of Ojibwe as a Second Language, in order to meet the
needs of the Ontario education system in accordance with current research on
teaching, learning, and assessment strategies.
Conclusion
Based upon the information provided for the Accreditation Committee to consider,
it finds that Requirement 2 is fully satisfied for the Consecutive, Concurrent,
Multi-Session Aboriginal Teacher Certification and the new Multi-Session Teacher
of Native Language as a Second Language: Algonquian (Ojibwe) programs of professional
education.
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 Consecutive, Concurrent, Multi-Session Aboriginal
Teacher Certification, and the new Multi-Session Teacher of Native Language
as a Second Language: Algonquian (Ojibwe) programs of professional education
are consistent with and reflect the Ontario College of Teachers’ Ethical
Standards for the Teaching Profession and the Standards of Practice
for the Teaching Profession, current research in teacher education, and
the integration of theory and practice in teacher education.
Teacher candidates’ course work includes the integration of the Standards
and the Ethical Standards. The draft course outlines for the new Multi-Session
Teacher of Native Language as a Second Language: Algonquian (Ojibwe) Program
demonstrate Nipissing’s commitment to educating teachers by infusing
the Ontario College of Teachers’ Standards of Practice and Ethical Standards
for the Teaching Profession throughout the program and courses.
The teacher education programs are consistent with and reflect current research
in teacher education nationally and internationally. Areas of research by faculty
include Aboriginal Education, Native Language, assessment and evaluation, literacy,
and pre-service teacher education. The library at the Faculty of Education
provides access to current research through books, on-line databases, journals,
articles, on-line books and dissertations.
The programs are consistent with and reflect the integration of theory into
practice in teacher education. Teacher candidates are required to apply theory
into practice through such activities as lesson and unit planning. Teacher
candidates are given sample lesson plan templates to use when creating their
lessons, all of which have a series of required elements that demonstrate integration
of theory into practice. The Multi-Session Aboriginal Teacher Certification
Program includes course outlines that identify the integration of theory and
practice, such as the Curriculum Method Education course, where teacher candidates
are to demonstrate the theoretical understanding and ability to plan, implement
and assess effective curricula. The design of the new Multi-Session Teacher
of Native Language as a Second Language: Algonquian (Ojibwe) Program identifies
that the integration of theory and practice will take place in a similar fashion.
Conclusion
Based upon the information provided for the Accreditation Committee to consider,
it finds that Requirement 3 is fully satisfied for the Consecutive, Concurrent,
Multi-Session Aboriginal Teacher Certification and the new Multi-Session Teacher
of Native Language as a Second Language: Algonquian (Ojibwe) programs of professional
education.
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 the Consecutive, Concurrent
and Multi-Session Aboriginal Teacher Certification programs 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. Additional evidence is required to fully satisfy this requirement
for the curriculum of the new Multi-Session Teacher of Native Language as a
Second Language: Algonquian (Ojibwe) Program.
The curriculum in the Faculty of Education’s Consecutive, Concurrent,
and Multi-Session Aboriginal Teacher Certification programs is current. The
programs are also reflective of current research and faculty update their course
outlines every year. The overall program curriculum is regularly reviewed.
Teacher candidates receive instruction in the curricular areas that are reflective
of current Ontario Ministry of Education curriculum. Members of the Faculty
of Education actively engage in research that furthers and expands contemporary
understandings. Faculty attend many Ministry of Education sponsored professional
development opportunities. Currency of program curriculum, including textbooks
and readings, is evident in course outlines.
The curriculum in the Faculty of Education’s Consecutive, Concurrent,
and Multi-Session Aboriginal Teacher Certification programs references the
Ontario Curriculum. Course outlines refer to the relevant Ontario Ministry
of Education curriculum documents. Teacher candidates in all programs have
full access to all software licensed through the Ministry and the Faculty of
Education computers. Teacher candidates’ lessons and units are planned
according to their chosen divisional levels and respective Ministry curriculum
guidelines. Kindergarten curriculum is addressed in the primary/junior program.
The new Multi-Session Teacher of Native Language as a Second Language: Algonquian
(Ojibwe) Program’s learning expectations include planning Native Languages
programs that enable students to meet Ontario Ministry of Education curriculum
expectations. Teacher candidates in the Multi-Session Teacher of Native Language
as a Second Language: Algonquian (Ojibwe) Program will receive specialized
instruction, pursuant to the Ontario Curriculum for Native Languages, Grades
1 to 12 and the Resource Document ‘Native Languages: Ojibwe and Cree – Resource
Guide, Grades 1 to 12’.
The program curriculum for the existing programs at the Faculty of Education
includes the application of current research in teacher education. Faculty
update their course outlines yearly, including examples of the application
of current research in teacher education. Faculty members continually make
connections between the theoretical and the practical, and teacher candidates
are encouraged to use methods that reflect current theory. Many faculty members
are involved in their own educational research. The Multi-Session Aboriginal
Teacher Certification Program is research driven and the faculty uses this
to guide teacher candidates’ learning. A list of references for the new
Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe)
Program is research based. This research is an integral part of all the programs.
Library resource renewal is ongoing with input from the faculty on the most
current educational topics.
The program curriculum for the existing programs at Nipissing University represents
a wide knowledge base in the divisions and components of the program. Course
outlines in the various programs and divisions include topics such as literacy
across the curriculum, history of First Nations people and current issues in
the education of persons of Native ancestry, child abuse, diversity, violence
in our schools, gender issues in education, and poverty issues of children
and schooling. Teacher candidates in the existing programs demonstrate a wide
knowledge base through their lesson plans which include such components as
literacy, numeracy, students with special needs, special education, differentiated
instruction and information technology. The Faculty of Education offers teacher
candidates a range of optional courses, workshops and professional development
opportunities to enrich and extend the Faculty of Education experience. The
Multi-Session Aboriginal Teacher Certification Program includes cultural components
pertinent to the needs of the teacher candidates and the Aboriginal communities
they serve. Learning expectations for teacher candidates in the Multi-Session
Teacher of Native Language as a Second Language: Algonquian (Ojibwe)
Program will include the expansion of knowledge and application of strategies
to create inclusive, equitable and safe learning environments that address
the diversity of learners.
At the time of the review, some course outlines for Years 1 and 2 of the new
Multi-Session Teacher of Native Language as a Second Language: Algonquin (Ojibwe)
Program were available; however, the Accreditation Committee was unable to
examine evidence from the remaining course outlines, resources and assignments
for Years 1, 2 and 3 of the new program to determine if requirement 4 is fully
satisfied.
Conclusion
Based upon the information provided for the Accreditation Committee to consider,
it finds that Requirement 4 is fully satisfied for the Consecutive, Concurrent
and Multi-Session Aboriginal Teacher Certification programs of professional
education. The Accreditation Committee finds that Requirement 4 is substantially
satisfied for the new Multi-Session Teacher of Native Language as a Second
Language: Algonquian (Ojibwe) program of professional education.
Reasons for Conclusion
The Accreditation Committee accepts that the Faculty of Education at Nipissing
University intends to ensure that the new Multi-Session Teacher of Native Language
as a Second Language: Algonquian (Ojibwe) program of professional education
satisfies Requirement 4. Fully satisfying this requirement is contingent upon
the Accreditation Committee examining all of the finalized course outlines
for the new program for evidence that the requirement is 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 evidence indicates that the course content for the Consecutive, Concurrent
and Multi-Session Aboriginal Teacher Certification programs includes theory,
method and foundation courses and appropriate provision for the application
of theory in practice.
Additional evidence is required to fully satisfy this requirement for the
course content of the new Multi-Session Teacher of Native Language as a Second
Language: Algonquian (Ojibwe) Program.
Theory is integrated throughout the Consecutive, Concurrent and Multi-Session
Aboriginal Teacher Certification programs. In the primary/junior divisions,
teacher candidates are expected to be generalists and receive both theoretical
and practical instruction in all areas outlined in the Ontario Curriculum.
In the junior/intermediate divisions, teacher candidates receive similar curricular
instruction and then add one optional course from Schedule A that is in the
intermediate division and that is related to grades 7 and 8 of the intermediate
division. At the intermediate/senior level, instruction includes two optional
courses from Schedule A. Curriculum studies courses address theory and methods.
Course outlines describe relevant theory and method components for each individual
course. Curriculum studies courses require teacher candidates to consistently
apply and connect theory in practice. Lesson plan formats are based on theory
and are an example of theory put into practice. The Aboriginal Teacher Certification
Program’s course outlines clearly identify theoretical underpinnings.
Course descriptions for the new Multi-Session Teacher of Native Language as
a Second Language: Algonquian (Ojibwe) Program include examples of theory integrated
in content, such as theories in child development in language acquisition.
The course content of the Faculty of Education’s Consecutive, Concurrent,
and Multi-Session Aboriginal Teacher Certification programs includes method
and foundation courses. Every program and respective division receives method
instruction including Curriculum Methods, Instructional Technology, and Classroom
Management. While the core content for each of these courses is comparable,
the instruction in each division is tailored to the characteristics of the
curriculum and the learners at the divisional level.
Required method courses for primary/junior teacher candidates include Language
Arts, Mathematics Education, Music, Health and Physical Education, Visual Arts,
Social Studies, Science. Required method courses for junior/intermediate teacher
candidates include Language Arts, Mathematics Education, Curriculum Studies,
Music, Health and Physical Education, Visual Arts, Social Studies, Science.
Method courses at the intermediate/senior level (electives) include Business
Studies, Computer Science, English, French, Geography, History, Mathematics,
Music, Physical and Health Education, Religious Studies, Science and Visual
Arts. The Multi-Session Aboriginal Teacher Certification Program includes the
identical mandatory method courses for the consecutive program for the primary/junior
divisions. The new Multi-Session Teacher of Native Language as a Second Language:
Algonquian (Ojibwe) Program will include method instruction in Ojibwe Methodology
and in Technology and Learning Materials for Ojibwe. As teacher candidates
will be expected to teach Ojibwe as a second language in any division, instruction
will address the characteristics of the curriculum and the learners for each
of the four divisions.
Each program and division receives foundational instruction in Education and
Schooling, Special Education and Educational Psychology. The instruction is
tailored to the characteristics of the curriculum and the learners at each
divisional level. The Aboriginal Teacher Certification Program offers the same
foundation courses that are mandatory courses for the primary/junior consecutive
program. The Multi-Session Teacher of Native Language as a Second Language:
Algonquian (Ojibwe) Program will include foundation courses in Education and
Schooling, Special Education and Educational Psychology. The foundation courses
concentrate on education law, reflective practice, philosophy, history and
current issues, education psychology and special education, all with a focus
on the teacher of Ojibwe.
The conceptual framework that guides the existing programs includes the application
of theory into practice. Teacher candidates consistently apply theory in practice
through assignments such as lesson plans, management plans, development of
websites, and multimedia presentations that require teacher candidates to connect
theory and practice in their coursework. The application of theoretical knowledge
in the observation and practice teaching sessions is evident. Learning expectations
for the available course outlines for the Multi-Session Teacher of Native Language
as a Second Language: Algonquian (Ojibwe) Program include the appropriate provision
for the application of theory.
At the time of the review, not all course outlines for the new Multi-Session
Teacher of Native Language as a Second Language: Algonquin (Ojibwe) Program
were available. The Accreditation Committee was unable to examine evidence
from finalized course outlines, resources and assignments for the new program
to determine if requirement 5 is fully satisfied
Conclusion
Based upon the information provided for the Accreditation Committee to consider,
it finds that Requirement 5 is fully satisfied for the Consecutive, Concurrent
and Multi-Session Aboriginal Teacher Certification programs of professional
education. The Accreditation Committee finds that Requirement 5 is substantially
satisfied for the new Multi-Session Teacher of Native Language as a Second
Language: Algonquian (Ojibwe) program of professional education.
Reasons for Conclusion
The Accreditation Committee accepts that the Faculty of Education at Nipissing
University intends to ensure that the new Multi-Session Teacher of Native Language
as a Second Language: Algonquian (Ojibwe) program of professional education
satisfies Requirement 5. Fully satisfying this requirement is contingent upon
the Accreditation Committee examining all of the finalized course outlines
for the new program for evidence that the course content includes theory, method
and foundation courses and to confirm that the program makes appropriate provision
for the application of theory in practice.
Requirement 6
The program’s format and structure are appropriate for the course
content.
Findings
The evidence indicates that the format and structure are appropriate for the
course content in the Consecutive, Concurrent, Multi-Session Aboriginal Teacher
Certification, and the new Multi-Session Teacher of Native Language as a Second
Language: Algonquian (Ojibwe) Program.
The Faculty of Education offers comprehensive teacher education programs that
include core courses for the primary/junior, junior/intermediate, and intermediate/senior
divisions, in addition to one teachable subject for junior/intermediate teacher
candidates and two teachables at the intermediate/senior level. The consecutive
program includes all four divisions, whereas the concurrent program includes
primary/junior and junior/intermediate teacher candidates. The Multi-Session
Aboriginal Teacher Certification Program is offered to teacher candidates of
Native ancestry interested in teaching in the primary/junior division only.
The consecutive teacher education program is offered at the
North Bay campus of Nipissing University. The concurrent program is provided
in two locations: in
North Bay with Nipissing University’s Faculty of Arts and Science, and
in
Brantford in partnership with Wilfrid Laurier University. The conceptual framework
and course structure of the original consecutive program provides a benchmark
for the design of all other programs. The Multi-Session Aboriginal Teacher
Certification Program is structured like the consecutive program for the primary/junior
divisions. The new Multi-Session Teacher of Native Language as a Second Language:
Algonquian (Ojibwe) Program will be similar in structure to the Multi-Session
Aboriginal Teacher Certification Program.
Every teacher candidate is required to enrol in the following core courses,
regardless of their discipline or teachable subject or program: Education and
Schooling, Educational Psychology and Special Education, Methods, and Observation
and Practice Teaching. While the course content remains similar, each of these
courses reflects the unique needs of the division and program in which it is
taught. Course descriptions are consistent across divisions and programs; however,
each division and program has unique course codes that reflect the division
specific content. Primary/junior and junior/intermediate candidates are required
to enrol in subject areas that address the Ontario Curriculum. Junior/intermediate
candidates are also expected to enrol in one curriculum course that focuses
on their teachable subject. Intermediate/senior teacher candidates also take
a Curriculum Development and Evaluation course that includes components of
(a) Curriculum Development and Evaluation Theory and Strategies; (b) Language
Across the Curriculum which emphasizes the key role of language in all subject
areas; and (c) Curriculum Integration which provides an overview of curricular
areas at the Grade 7/8 level. Intermediate/senior candidates also enrol in
elective curriculum courses that focus on their teachable subjects.
The Multi-Session Aboriginal Teacher Certification Program is a unique blend
of academics and culture, offered to teacher candidates of Native ancestry.
The program is embellished with cultural modifications pertinent to the needs
of the teacher candidates and the communities they serve. The program qualifies
teachers to work in the primary/junior divisions. The students come from small,
remote communities ranging in population from 250 to 24,000. Over the course
of two summer sessions, 50 to 60 students attend the Multi-Session Aboriginal
Teacher Certification Program held at the
North Bay campus during the months of July and August. There are two in-school
practicum placements, which are completed during the course of two school years
with the year one practicum being of six weeks duration and year two of seven
weeks. Practicum sessions must be done in both the primary and junior divisions.
The new Multi-Session Teacher of Native Language as a Second Language: Algonquian:
(Ojibwe) Program will be offered over three summers at the
North Bay campus. It will prepare fluent speakers of Anishnaabemowin or Nishnaabemwin – hereafter
Ojibwe – to teach Ojibwe as a subject to Aboriginal and non-Aboriginal
students in the primary, junior, intermediate and senior grades in schools
in Ontario. Ojibwe language classes will provide teacher candidates with opportunities
to develop their knowledge of their ancestral language. Teacher candidates
will gain a greater understanding of Native philosophy, spirituality, and traditional
values that will enhance their sense of Native identity and self-worth. The
new Multi-Session Teacher of Native Language as a Second Language: Algonquian
(Ojibwe) Program will be similar in format to the Multi-Session Aboriginal
Teacher Certification Program but for the length, having an additional (third)
summer session. The summer program structure allows teacher candidates to return
to their home communities for the practicum during the school year.
The program practica are structured in the following time frames: the consecutive
practicum is 13 weeks, dispersed throughout the year; the concurrent program
practicum is 21 to 23 weeks (depending on either a three-year or four year
initial degree), dispersed throughout the program; the Multi-Session Aboriginal
Teacher Certification Program practicum is 13 weeks in total, and the new Multi-Session
Teacher of Native Language as a Second Language Program practicum will be18
weeks in total.
The Faculty of Education at Nipissing University employs information and communication
technology appropriate to the needs of the different programs offered. The
facilities allow for the incorporation of computer technology into day to day
teaching as well as video-conferencing. The fully automated library offers
teacher candidates access to almost 180,000 volumes, as well as over 5000 journals
for reference, research, and reading.
Conclusion
Based upon the information provided for the Accreditation Committee to consider,
it finds that Requirement 6 is fully satisfied for the Consecutive, Concurrent,
Multi-Session Aboriginal Teacher Certification and the new Multi-Session Teacher
of Native Language as a Second Language: Algonquian (Ojibwe) programs of professional
education.
Requirement 7
Students are assessed and informed of their progress on an ongoing basis
throughout the program.
Findings
The evidence indicates that the teacher candidates are assessed and informed
of their progress on an ongoing basis throughout the Consecutive, Concurrent,
and Multi-Session Aboriginal Teacher Certification programs. The same format
will be followed for the new Multi-Session Teacher of Native Language as a
Second Language: Algonquian (Ojibwe) Program.
The programs at Nipissing University include formative and summative assessment
during course work and the practicum. Faculty use a wide variety of diagnostic,
formative and summative assessment strategies, performance assessment which
includes self and peer assessment, individual and group assignments, written
assignments, performance-tasks, culminating assignments, and final tests and
exams.
During the practicum candidates are assessed on professional qualities, communication,
planning, implementation, and classroom management. The associate teacher assesses
a teacher candidate’s performance weekly, discussing the results with
the teacher candidate and suggesting ways to improve practice. The faculty
advisor assesses a teacher candidate’s performance at least twice during
the academic year. This assessment includes observing the teacher candidate’s
teaching, reviewing the teacher candidate’s Practice Teaching Binder,
discussing observations with the teacher candidate, and identifying areas for
improvement.
Practicum assessments in the Multi-Session Aboriginal Teacher Certification
Program use the consecutive Bachelor of Education evaluation formats. Teacher
candidates in the new Multi-Session Teacher of Native as a Second Language:
Algonquian (Ojibwe) Program will be evaluated by their associate teachers during
each of the three, six-week practicum placements. They will also receive at
least one faculty advisor evaluation during each placement.
Conclusion
Based upon the information provided for the Accreditation Committee to consider,
it finds that Requirement 7 is fully satisfied for the Consecutive, Concurrent,
Multi-Session Aboriginal Teacher Certification and the new Multi-Session Teacher
of Native Language as a Second Language: Algonquian (Ojibwe) programs of professional
education.
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
The evidence indicates that the practicum for each of the Concurrent, Consecutive,
Multi-Session Aboriginal Teacher Certification and the new Multi-Session Teacher
of Native Language as a Second Language: Algonquian (Ojibwe) programs includes
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, is completed in accordance with Regulation 187/97, enables
every teacher candidate to participate in settings related to each division
and at least one of the subject areas in the program relevant to the teacher
candidate, has an experienced teacher supervise and assess the practicum, and
has a faculty member appointed as an advisor for each teacher candidate.
Teacher candidates in all programs have an opportunity to participate in 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. In
the consecutive program, teacher candidates progress from observation to full
days of instruction over the course of the year. In the concurrent program,
candidates progress towards full day practice teaching over the course of the
full program. Teacher candidates in both the Multi-Session Aboriginal Teacher
Certification Program and the new Multi-Session Native Language as a Second
Language Program have or will have the opportunity to complete their practicum
in schools in First Nation communities and in publicly supported school boards.
The practica for the existing programs exceed the requirements of Ontario
Regulation 184/97 for a minimum of 40 days of practical experience. The practicum
sessions for the consecutive program allow the teacher candidates to participate
in 13 weeks of practicum. In the concurrent program, four-year concurrent candidates
are provided with 21 weeks of practice teaching and five-year candidates are
provided with 23 weeks. Teacher candidates enrolled in the Multi-Session Aboriginal
Teacher Certification Program are provided with 13 weeks of practicum over
two years. In the new Multi-Session Teacher of a of Native Language as a Second
Language Program the documents state that the practicum will be 18 weeks long,
six weeks per year in each of the three years.
In the consecutive and concurrent programs, primary/junior teacher candidates
are provided placements in both the primary and junior divisions (K - Grade
6) and junior/intermediate teacher candidates are provided placements in each
of the junior and intermediate divisions (Grades 4-10), and in the teachable
subject. Intermediate/senior teacher candidates are provided placements in
the intermediate and senior divisions (grades 7-12) and in at least one of
their teachable subjects. In the Multi-Session Aboriginal Teacher Certification
Program, teacher candidates are placed in the primary division for one practicum
placement and in the junior division for another.
Candidates in the Multi-Session Teacher of Native Language as a Second Language:
Algonquian (Ojibwe) Program (K- Grade12) will have practicum placements in
at least two of the four divisions: one placement will be in the primary or
junior divisions and at least one placement will be in the intermediate or
senior divisions.
An experienced teacher supervises and assesses the practicum in all programs.
The associate teacher must be a registered member of the Ontario College of
Teachers and be a member in good standing, have a minimum of one or more years
of teaching experience, demonstrate leadership skills, model excellence in
teaching and professionalism, be a team player and model life-long learning.
Teacher candidates are assessed on the Faculty of Education’s rubric.
The Associate Teacher assesses the candidate’s performance weekly.
Teacher candidates in all programs are assigned to a faculty advisor. The
faculty advisor meets with the teacher candidate on a regular basis to discuss
various aspects of the practicum. The faculty advisor observes and supports
teacher candidates, provides examples of exemplary teaching practice, and acts
as a liaison between the Faculty of Education and the school placement. The
faculty advisor is expected to provide a minimum of two evaluations of the
teacher candidates in the consecutive program and at least one per year in
the concurrent program. Associate teachers have frequent communication with
the faculty advisor during the course of the practicum.
Conclusion
Based upon the information provided for the Accreditation Committee to consider,
it finds that Requirement 8 is fully satisfied for the Consecutive, Concurrent,
Multi-Session Aboriginal Teacher Certification and the new Multi-Session Teacher
of Native Language as a Second Language: Algonquian (Ojibwe) programs of professional
education.
Requirement 9
Successful completion of the practicum is a requirement for successful
completion of the program.
Findings
The evidence indicates that the successful completion of the practicum is
required for successful completion of the Consecutive, Concurrent, Multi-Session
Aboriginal Teacher Certification, and the new Multi-Session Teacher of Native
Language as a Second Language: Algonquian (Ojibwe) Program.
Teacher candidates enrolled in the consecutive program must pass
“Observation and Practice Teaching” in order to meet the requirement
for successful completion of the program and receive the BEd degree. Teacher
candidates enrolled in the concurrent program must successfully complete the
“Observation and Practice Teaching” in each of years one to five
in order to meet the requirement for successful completion of the program and
receive the B.Ed. degree. Teacher candidates enrolled in the Aboriginal Teacher
Certification Program must be successful in the course entitled
“Observation and Practice Teaching” in addition to meeting requirements
for their academic courses, to obtain the Diploma. Teacher candidates in the
new Multi-Session Teacher of Native Language as a Second Language: Algonquian
(Ojibwe) Program must obtain a pass in “Observation and Practice Teaching
(Ojibwe)” as well as complete successfully the academic course work over
the three sessions to receive the Diploma.
Conclusion
Based upon the information provided for the Accreditation Committee to consider,
it finds that Requirement 9 is fully satisfied for the Consecutive, Concurrent,
Multi-Session Aboriginal Teacher Certification and the new Multi-Session Teacher
of Native Language as a Second Language: Algonquian (Ojibwe) programs of professional
education.
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 Consecutive,
Concurrent, Multi-Session Aboriginal Teacher Certification, and the new Multi-Session
Teacher of Native Language as a Second Language: Algonquian (Ojibwe) programs
are appropriate in the relation to the divisions to which they relate.
All programs offer a core set of courses that include method courses (Computers,
Curriculum Methods, and Classroom Management). Dependent on program and division,
these core courses are supplemented with curriculum studies, and in the Junior/Intermediate
and Intermediate/Senior Divisions, with the teachable subject(s) courses.
The Multi-Session Aboriginal Teacher Certification Program method courses
are the same as the consecutive program and the mandatory courses for the primary/junior
divisions. The courses are taken over two summers.
The Multi-Session Teacher of Native Language as a Second Language: Algonquian
(Ojibwe) Program will include the method courses adapted for teaching Ojibwe,
and include Curriculum Methods (Ojibwe Methodology), Computers in the Classroom
(Technology and Learning Materials for Ojibwe) and Classroom Management. The
curriculum studies courses will include the Ojibwe Language, the Ojibwe Curriculum,
and Team Teaching. As teacher candidates will be expected to teach Ojibwe as
a second language in any division, instruction will address the characteristics
of the curriculum and the learners at each of the four divisional levels. The
courses will be taken over three summers.
Conclusion
Based upon the information provided for the Accreditation Committee to consider,
it finds that Requirement 10 is fully satisfied for the Consecutive, Concurrent,
Multi-Session Aboriginal Teacher Certification and the new Multi-Session Teacher
of Native Language as a Second Language: Algonquian (Ojibwe) programs of professional
education.
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 evidence indicates that the teaching theory and foundation courses in
the Consecutive, Concurrent, Multi-Session Aboriginal Teacher Certification,
and the new Multi-Session Teacher of Native Language as a Second Language:
Algonquian (Ojibwe)
programs include courses on human development and learning and on legislation
and government policies relating to education.
All divisions and programs offer a core set of courses that include the teaching
theory and foundations group of courses: Education and Schooling, Educational
Psychology, and Special Education. While the core content of each of these
courses is comparable, the instruction in each division is tailored to the
characteristics of the curriculum and the learners at each divisional level
in all teacher education programs. The Educational Psychology and Special Education
courses in the Consecutive, Concurrent and Multi-Session Aboriginal Teacher
Certification programs provide an overview of psychological principles as they
relate to human development, learning, motivation, instruction, and assessment.
Topics include human development, theories of learning, cognition in children
and adolescents, at risk and marginalized youth, and educational assessment
in school settings. The special education component of the course examines
Ontario’s Ministry of Education’s policies on special education
and exceptional learners, and related areas such as Individual Education Plans
and Individual Program Review Committees.
Course learning expectations in Educational Psychology and Special Education
in the new Multi-Session Teacher of Native Language as a Second Language: Algonquian
(Ojibwe) Program include theories in child development in language acquisition
and stages of second language acquisition.
The foundation course Education and Schooling, which is offered in all programs,
asks teacher candidates to engage in critical analysis of aspects of their
local and wider communities for sociological, philosophical, historical, and
legal elements that inform their working with young children, adolescents,
and young adults. The course is designed to enhance the knowledge, understanding
and skill of teacher candidates in the areas of philosophical, historical,
legal and social contexts of schooling and education.
In the Multi-Session Aboriginal Teacher Certification Program (P/J) the Education
and Schooling course also covers laws that affect teaching in Ontario including
the unique situation of First Nation schools, anti-racism policies and practices,
and education manifestos of Aboriginal organizations.
The Education and Schooling course for the new Multi-Session Teacher of Native
Language as a Second Language: Algonquian (Ojibwe) Program is an introduction
to education law, reflective practice, philosophy, history, and current issues;
educational psychology and special education with a focus on the teacher of
Ojibwe. Course content includes legislation on bilingualism in Ontario and
Canada pertaining to Aboriginal languages, the Declaration on the Rights of
Indigenous Peoples (Draft) by the United Nations pertaining to Aboriginal languages,
Assembly of First Nations’ position on Aboriginal languages in Canada,
and band and school board policies on Aboriginal languages.
Conclusion
Based upon the information provided for the Accreditation Committee to consider,
it finds that Requirement 11 is fully satisfied for the Consecutive, Concurrent,
Multi-Session Aboriginal Teacher Certification and the new Multi-Session Teacher
of Native Language as a Second Language: Algonquian (Ojibwe) programs of professional
education.
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 existing Consecutive,
Concurrent and Multi-Session Aboriginal Teacher Certification programs 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.
Additional evidence is required to fully satisfy this requirement for the faculty
members who will teach in the new Multi-Session Teacher of Native Language
as a Second Language: Algonquian (Ojibwe) Program.
In the existing programs over two-thirds of faculty have doctoral degrees
or are engaged in doctoral studies. Many of the remaining faculty have master’s
degrees. A number of faculty have doctoral or masters degrees related to Aboriginal
education and Aboriginal language education. Ten faculty members have appropriate
qualifications for teaching in an Aboriginal Program.
Current faculty members have appropriate academic qualifications to teach
such courses as Education and Schooling and Educational Psychology and Special
Education in the new Multi-Session Teacher of Native Language as a Second Language:
Algonquian (Ojibwe) Program. Additional sessional instructors will be required
to teach the Ojibwe-specific courses in this program. Fluency in the Ojibwe
language and experience teaching Ojibwe in Ontario schools will be required
of these instructors.
All faculty members are qualified teachers with substantial classroom experience
as the Faculty of Education requires faculty to have an established career
in the teaching profession prior to coming to the faculty. The majority of
faculty in the Multi-Session Aboriginal Teacher Certification Program are of
Aboriginal descent and have extensive background in teaching Aboriginal children
and adults.
There is a pool of potential faculty with appropriate experience in the field
of education to teach in the new Multi-Session Teacher of Native Language as
a Second Language: Algonquian (Ojibwe) Program. The new Multi-Session Teacher
of Native Language as a Second Language: Algonquian (Ojibwe) Program will require
instructors for such courses as Ojibwe Language, Ojibwe Methodology, Technology
and Learning Materials for Ojibwe, the Ojibwe Curriculum and Team Teaching.
These instructors must be experienced teachers of Ojibwe who speak fluent Ojibwe
in the dialect(s) of their students.
In the Multi-Session Aboriginal Teacher Certification Program, the majority
of instructors are of Aboriginal descent. There is a pool of linguists on staff
at the Faculty of Education that can teach in the Multi-Session Teacher of
Native Language as a Second Language: Algonquian (Ojibwe) Program The faculty
intends that the majority of instructors in the Multi-Session Teacher of Native
Language as a Second Language: Algonquian (Ojibwe) Program will be Aboriginal
people with extensive backgrounds in teaching Native children and adults.
At the time of the review, all of the faculty and sessional instructors had
not yet been hired or assigned to teach in the new Multi-Session Teacher of
Native Language as a Second Language: Algonquin (Ojibwe) Program. The Accreditation
Committee was unable to examine the curriculum vitae or other documentation
to determine that those teaching in the program are an appropriate combination
that fully satisfies requirement 12.
Conclusion
Based upon the information provided for the Accreditation Committee to consider,
it finds that Requirement 12 is fully satisfied for the Consecutive, Concurrent
and Multi-Session Aboriginal Teacher Certification programs of professional
education. The Accreditation Committee finds that Requirement 12 is substantially
satisfied for the new Multi-Session Teacher of Native Language as a Second
Language: Algonquian (Ojibwe) Program of professional education.
Reasons for Conclusion
The Accreditation Committee accepts that the Faculty of Education at Nipissing
University intends to ensure that the new Multi-Session Teacher of Native Language
as a Second Language: Algonquian (Ojibwe) Program of professional education
satisfies Requirement 12. Fully satisfying this requirement is contingent upon
the Accreditation Committee examining acceptable documentation, such as faculty
academic profiles, to verify that faculty with an appropriate combination of
academic qualifications, experience in the field of education and expertise
in the divisions and components of the program have been hired for the new
program.
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 Nipissing University
maintains adequate internal controls to preserve the integrity of student records
relating to their programs of professional education.
The Office of the Registrar at Nipissing University is responsible for admissions,
and for maintaining student records in accordance with policies approved by
the Nipissing University Senate. A commercial registration system called Datatel
is used by the University. The University is committed to protecting the confidentiality
of the information contained in the records of students. Unless compelled to
do so by law, or authorized by the teacher candidate in writing, the University
will not disclose the contents of candidate records to any party outside the
University.
Conclusion
Based upon the information provided for the Accreditation Committee to consider,
it finds that Requirement 13 is fully satisfied for the Consecutive, Concurrent,
Multi-Session Aboriginal Teacher Certification and the new Multi-Session Teacher
of Native Language as a Second Language: Algonquian (Ojibwe) programs of professional
education.
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 Faculty of Education at Nipissing University
is committed to continuous improvement and quality assurance in the Consecutive,
Concurrent, Multi-Session Aboriginal Teacher Certification and the new Multi-Session
Teacher of Native Language as a Second Language: Algonquian (Ojibwe) programs,
and where the programs are existing programs has implemented measures demonstrating
that commitment.
The Faculty of Education has multiple procedures in place for both internal
and external reviews. Course evaluations serve as individualized feedback to
instructors, allowing them to gather feedback from teacher candidates and make
adjustments where appropriate. Instructors participate in informal discussions
and reviews of the programs. As well, external reviews are conducted periodically,
such as those conducted by the Undergraduate Program Review and Audit Committee.
Internal program evaluations are obtained through questionnaires administered
in such a way as to afford all the candidates in a given program a reasonable
chance to respond.
Faculty members review their courses for consistency with relevant research
and the Foundations of Professional Practice. Each division (primary/junior,
junior/intermediate, intermediate/senior) participates in meetings, where the
review of program is discussed and the minutes are reviewed in order to improve
program.
Collegial planning by stakeholders leads to the improvement of all programs.
This includes dialogue with associate teachers, feedback from faculty advisors,
support staff and librarians and teacher candidates.
The new Multi-Session Teacher of Native Language as a Second Language: Algonquian
(Ojibwe) rogram builds on the Faculty of Education and Nipissing University’s
long standing tradition of responding to recommendations and advice from First
Nation Communities. The request for this program was endorsed by Nipissing
University’s Aboriginal Council on Education and by the Nipissing First
Nation.
Conclusion
Based upon the information provided for the Accreditation Committee to consider,
it finds that Requirement 14 is fully satisfied for the Consecutive, Concurrent,
Multi-Session Aboriginal Teacher Certification and the new Multi-Session Teacher
of Native Language as a Second Language: Algonquian (Ojibwe) programs of professional
education.
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 that the Faculty of Education at Nipissing University
has a Teacher Education Advisory Council (TEAC) that functions in an advisory
capacity in relation to the programs of professional education.
A Teacher Education Advisory Committee (TEAC) exists for all programs in the
Faculty of Education, Nipissing University and is composed of representatives
from the Faculty of Education, the Ministry of Education, the Near North District
School Board, the Nipissing-Parry Sound Catholic District School Board, and
local teacher federations. The TEAC functions in an advisory or liaison capacity.
The Chief of Nipissing First Nation and representatives from First Nation
communities noted that the Teacher of Native Language as a Second Language
program is a result of a request from the local community in order to meet
the demand in the area for Native language speakers.
Conclusion
Based upon the information provided for the Accreditation Committee to consider,
it finds that Requirement 15 is fully satisfied for the Consecutive, Concurrent,
Multi-Session Aboriginal Teacher Certification and the new Multi-Session Teacher
of Native Language as a Second Language: Algonquian (Ojibwe) programs of professional
education.
Decision of the Accreditation Committee
Consecutive Program of Professional Education
For the reasons set out above, the Accreditation Committee finds that the
Consecutive Program of Professional Education offered by the Faculty of Education
at Nipissing University, leading to a Bachelor of Education degree, and including
a concentrated study of the Primary/Junior, Junior/Intermediate and Intermediate/Senior
divisions, fully satisfies the requirements of Regulation 347/02, Accreditation
of Teacher Education Programs.
Concurrent Program of Professional Education
For the reasons set out above, the Accreditation Committee finds that the
Concurrent Program of Professional Education offered by the Faculty of Education
at Nipissing University, leading to a Bachelor of Education degree, and including
a concentrated study of the Primary/Junior and Junior/Intermediate divisions,
fully satisfies the requirements of Regulation 347/02, Accreditation of
Teacher Education Programs.
Multi-Session Aboriginal Teacher Certification Program
For the reasons set out above, the Accreditation Committee finds that the
Multi-session Aboriginal Teacher Certification Program of Professional Education
offered by the Faculty of Education at Nipissing University, leading to a Diploma,
fully satisfies the requirements of Regulation 347/02, Accreditation of
Teacher Education Programs.
The Accreditation Committee grants general accreditation for a period of seven
years to the Consecutive and Concurrent Programs of Professional Education,
and the Multi-session Aboriginal Teacher Certification Program (June 23, 2016)
or such shorter period of time as may be requested by the Faculty of Education
at Nipissing University or agreed to by the Accreditation Committee and the
Faculty of Education at Nipissing University.
Multi-Session Teacher of Native Language as a Second Language: Algonquian
(Ojibwe) Program
For the reasons set out above, the Accreditation Committee finds that the
new Multi-Session Teacher of Native Language as a Second Language: Algonquian
(Ojibwe) Program to be offered by the Faculty of Education at Nipissing University,
leading to a Diploma, substantially satisfies the requirements of Regulation
347/02, Accreditation of Teacher Education Programs.
The Accreditation Committee grants initial accreditation with conditions as
noted below, for two years (June 23, 2011) or the period of time ending on
the graduation of the second class of teacher candidates enrolled in the program,
whichever is the longer period of time, but not to exceed three years. (June
23, 2012).
The accreditation of the new Multi-Session Teacher of Native Language as a
Second Language: Algonquian (Ojibwe) Program is subject to the following conditions:
-
That the Dean of the Faculty of Education at Nipissing University submit
finalized course outlines for the new Multi-Session Teacher of Native Language
as a Second Language: Algonquian (Ojibwe) Program, or other acceptable
evidence, for the Accreditation Committee to verify that Requirements 4
and 5 have been fully satisfied.
-
That the Dean of the Faculty of Education at Nipissing University submit
additional information acceptable to the Accreditation Committee that faculty
and sessional instructors with appropriate qualifications have been hired
for, or assigned to, the new Multi-Session Teacher of Native Language Second
Language: Algonquian (Ojibwe) Program.
Appropriate documentation may include a summary of the qualifications and
experience of the faculty and sessional instructors hired for, or assigned
to, the new Multi-Session Teacher of Native Language Second Language: Algonquian
(Ojibwe) Program, as well as faculty profiles or curriculum vitae.
Once the Faculty of Education at Nipissing University provides information
that the Accreditation Committee finds to be acceptable evidence, Requirement
12 will have been fully satisfied.
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 proposed methods and estimated
time for satisfying the aforementioned conditions of accreditation, and report
annually to the Accreditation Committee on the progress in satisfying the
conditions.
Accreditation Committee
Ontario College of Teachers
June 23, 2009
Amendment to Expiry Date
On October 24, 2011, the Accreditation Committee and the Faculty of Education at Nipissing University agreed to extend the initial accreditation period for the Multi-session Teacher of Native Languages as a Second Language: Algonquian (Ojibwe) program to June 23, 2013 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
October 24, 2011
Pursuant to Section 15.(2)(0.a) of the Accreditation Regulation, the Accreditation Committee granted a one year extension of general accreditation for these programs until June 23, 2017. This extension provides additional time for the Schulich School of Education to implement the enhanced teacher education program required in September 2015.
The Accreditation Committee also extended the timelines for satisfying the conditions of accreditation by one year.
Accreditation Committee
Ontario College of Teachers
August 27, 2014
Removal of Conditions
At its October 2, 2012 meeting, the Accreditation Committee issued a decision to remove the accreditation conditions on the Multi-session Teacher of Native Languages as a Second Language: Algonquian (Ojibwe) Program, now known as the Teacher of Anishnaabemowin as a Second Language program (TASL). In making its decision, the Accreditation Committee considered information from the annual reports submitted to the committee, including all finalized course outlines for the program and the curriculum vitae of the faculty and sessional instructors teaching the program.
Decision Regarding the Enhanced Teacher Education Program Verification Report
Read the Full Decision
Confirmation of Accreditation
The Accreditation Committee finds that the following programs of professional education offered by the Schulich School of Education, Nipissing University fully satisfy the accreditation requirements of Regulation 347/02, Accreditation of Teacher Education Programs as they read on September 1, 2015:
- Consecutive program of professional education with areas of study in the Primary/Junior, Junior/Intermediate and Intermediate/Senior divisions, leading to a Bachelor of Education
- Concurrent program of professional education with areas of study in the Primary/Junior and Junior/Intermediate divisions, leading to a Bachelor of Education degree
- Multi-session consecutive program of professional education for persons of First Nations, Métis or Inuit ancestry with areas of study in the Primary/Junior divisions, leading to a Bachelor of Education degree or certificate (“Aboriginal Teacher Certification Program” or ATCP)
- Multi-session consecutive program of professional education with an area of study in teaching Native Languages, leading to a Diploma in Education (known as “Teacher of Anishnaabemwin as a Second Language program” or TASL)
The Accreditation Committee confirms general accreditation of these programs to continue until June 23, 2017.
Accreditation Committee
Ontario College of Teachers
April 8, 2016
Change Decision for the Concurrent Program
Read the Full Decision
The Accreditation Committee confirms that the following program, as modified, continues to qualify for general accreditation without conditions until the existing expiry date of June 23, 2017 or for an amended period of time that is in accordance with Section 15 of Regulation 347/02, Accreditation of Teacher Education Programs:
- Concurrent 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
Accreditation Committee
Ontario College of Teachers
June 1, 2016
