Accreditation Committee Decision
University of Ontario Institute of Technology — Program of Professional Education
Introduction
Decision of the Accreditation Committee regarding the proposed addition to the Program of Professional Education offered by the University of Ontario Institute of Technology
The Faculty of Education of the University of Ontario Institute of Technology (UOIT) submitted an application in April 2006 for general accreditation of the addition of Primary and Junior areas of concentration to the Consecutive Program of Professional Education.
The Accreditation Committee appointed a panel to:
- conduct a review of the programs,
- act in an advisory role
- report to the Accreditation Committee on its findings and
- make recommendations to the Accreditation Committee with respect to the accreditation of University of Ontario Institute of Technology's Program of Professional Education.
The panel included three members of Council who were also members of the Accreditation Committee, (one of these was appointed to the Council by the Lieutenant Governor in Council), a member of the College who was not a member of Council, a person nominated by UOIT and a person drawn from a roster who had expertise in teacher education programs.
The panel reviewed documentation provided by UOIT, conducted an on-site review, spent extensive time in a comprehensive exhibits room reviewing artefacts and digital displays, conducted interviews with various stakeholders and considered public comment. The on-site visit took place from April 30 to May 5, 2006.
The Accreditation Committee, by virtue of the authority granted under the Ontario College of Teachers Act 1996 and Section 5 of Regulation 347/02, Accreditation of Teacher Education Programs, set out to determine if the addition to the consecutive program of professional education offered by UOIT qualified for accreditation by satisfying the 15 requirements of Regulation 347/02.
The Accreditation Committee considered the final report of the accreditation panel, the response of UOIT dated May 15, 2006 to the panel's draft report, and regulatory requirements of Regulation 347/02, Accreditation of Teacher Education Programs, and Regulation 184/97, Teachers' Qualifications. Based on its review of this information, the Accreditation Committee decides the following.
Accreditation Renewal of Programs of Professional Education
Requirement 1
The provider of the program is a permitted institution.
Finding
The University of Ontario Institute of Technology (UOIT) was established by the University of Ontario Institute of Technology Act, 2002 (the Act ) which came into force on June 27, 2002. Section 6 of the Act authorizes the University to “confer degrees, honorary degrees, certificates and diplomas in any and all branches of learning.”
However, it is stated in Section 19.(2) of the Act that Section 6 will “come into force on a day to be named by proclamation of the Lieutenant Governor.”
The University submitted additional documentation confirming that it is an entity authorized under the Post-secondary Education Choice and Excellence Act, 2000 , to offer a program of professional education leading to a degree.
A letter, dated April 6, 2006, from the Minister of Training, Colleges and Universities to the Chair of the Board of Governors of UOIT confirmed that pursuant to subsection 4 of the Post-secondary Education Choice and Excellence Act, 2000, it was the Ministry's intent to grant consent for UOIT to offer and advertise a Bachelor of Education program (Primary/Junior) program.
The consent is subject to the Standard Terms and Conditions for public institutions outlined in the letter, as well as additional terms and conditions, which include the program receiving accreditation from the Ontario College of Teachers.
Conclusion
Requirement 1 is fully satisfied.
Requirement 2
The program has a clearly delineated conceptual framework.
Findings
The mission statement of the UOIT Faculty of Education directs the pre-service program to “ prepare teachers skilled in the use of a wide range of methods and technologies”. From this statement, the Faculty has developed a clearly delineated conceptual framework for its program, based upon four pillars:
- reflection
- constructivism
- praxis
- technology.
This conceptual framework infuses the entire program through such processes as reflection-in-action, the construction of personal meaning, guided practice, as well as the integration of technology into classroom practice and support for professional learning.
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 Standards of Practice for the Teaching Profession and the Ethical Standards for the Teaching Profession are used in lesson plans, reference lists, and printed materials concerning course outlines. The foundations courses include all elements of the Standards and form a core component of the Contemporary Educational Practice course.
Awareness of current educational research is consistently demonstrated in various aspects of the program. Action research activities by Faculty instructors are reinforced and play a part in the professional practices of teachers in the field. Course outlines list web sites and the use of technology in general ensures the currency of the infusion of research in all areas of the program.
Theory and practice is integrated into the teacher education program. Teaching faculty model the use of specific teaching and assessment strategies.
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
All proposed course outlines are based upon the current Ontario curriculum documents, grades 1 to 8. Teacher candidates are expected to demonstrate a working knowledge of the Ontario curriculum.
Course outlines show that current research is a key component in teacher education at UOIT. Faculty members use a wide variety of methods based on learning theories appropriate to the Primary/Junior divisions. As well, teacher candidates are provided with many opportunities to engage in research that relate to both course work and their practicum experience.
Conclusion
Requirement 4 is fully satisfied.
Requirement 5
The course content of the program includes theory, method and foundation courses and makes appropriate provision for the application of theory in practice.
Findings
There is considerable evidence of an appropriate mix of theory, method and foundation courses. Introductory theory on teaching in the Primary and Junior divisions is provided in the Core curriculum – Primary/Junior courses. Additionally, all teacher candidates take the following foundation courses:
- Contemporary Educational Practice in Ontario
- Learning and Human Development
- Analysis and Management of Classroom Behaviour
- Understanding Education Research
- Theory and Practice
- Teaching for Individual Needs and Diversity.
Methods courses prepare teacher candidates to select and apply instructional sets of strategies to understand the development of the subject through the grades and to assess students appropriately.
Conclusion
Requirement 5 is fully satisfied.
Requirement 6
The program's format and structure are appropriate for the course content.
Findings
The conceptual framework of the Faculty of Education – reflection, praxis, constructivism, technology – is infused in the format and structure of the program. The Primary/Junior and Intermediate/Senior teacher candidates will be instructed separately for the foundations, methods and theory courses.
Teacher candidates are provided with a laptop computer equipped with licensed with Ministry of Education curriculum software as well as other production tools for which the University is licensed. A new Teacher Resource Centre simulating one typically found in an elementary school is under development.
Conclusion
Requirement 6 is fully satisfied.
Requirement 7
Students are assessed and informed of their progress on an ongoing basis throughout the program.
Findings
The methods and schedules of assessment are outlined in the documentation. Specific details of assessment components will be made available to teacher candidates as teaching faculty are assigned to courses. Teacher candidates receive regular feedback from their associate teachers. The associate teacher completes two field experience reports per practicum.
As well, the faculty advisor conducts two on-site observation and evaluation visits per practicum. The component of practica assessment is clearly delineated in the Field Experience Handbook provided to each teacher candidate.
Conclusion
Requirement 7 is fully satisfied.
Requirement 8
The program includes a practicum that satisfies the requirements set out Regulation 347/02, Subsection 9.(2). The requirements for the practicum portion of the program are as follows:
- The practicum must include observation and practice teaching in an instructional setting in schools or other situations that use the Ontario curriculum or in situations approved by the College.
- The practicum must be completed in accordance with the requirements of Ontario Regulation 184/97.
- The practicum enables every student to participate in settings related to each division and at least one of the subject areas of the program that are relevant to the student.
- An experienced teacher supervises the students and assesses their practicum.
- A faculty member is appointed as an advisor for each student.
Findings
The Faculty of Education places teacher candidates for practica within eight Ontario District School Boards. The practicum experience is divided into two semesters for a total length of 60 days. The format of the practicum is designed to ensure that each teacher candidate has a placement in both the Primary and Junior divisions.
During practicum, each teacher candidate will be mentored and evaluated by an associate teacher who is a member in good standing of the Ontario College of Teachers and has a minimum of two years of successful teaching experience.
Conclusion
Requirement 8 is fully satisfied.
Requirement 9
Successful completion of the practicum is a requirement for successful completion of the program.
Findings
As stated in the Field Experience Handbook and in the documentation teacher candidates must earn a pass in all field studies and practicum components to be eligible for the Bachelor of Education Degree.
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
Having reviewed the materials for the Primary and Junior divisions, the committee is satisfied that the teaching methods courses are appropriate for the divisions to which they relate.
Conclusion
Requirement 10 is fully satisfied.
Requirement 11
The teaching theory and foundation courses in the program include courses on human development and learning and on the legislation and government policies relating to education.
Findings
The Contemporary Educational Practice course outline has been designed to introduce the teacher candidates to Ontario educational law and its impact on their role as teachers. The Learning and Human Development course will provide opportunities for teacher candidates to explore key theories and issues in human development with an emphasis on the development and learning of pre-school and younger children.
Conclusion
Requirement 11 is fully satisfied.
Requirement 12
The faculty members teaching the program are an appropriate combination of,
- persons with appropriate academic qualifications,
- practitioners with appropriate experience in the field of education, and
- persons with appropriate expertise in the divisions and components of the program.
Findings
The academic credentials of the current faculty in the Intermediate/Senior program demonstrated an appropriate combination of academic qualifications, experience in the field of education and expertise in the division and components of the program.
The committee is satisfied that the new faculty in the Primary Junior program will be hired with similar credentials.
Conclusion
Requirement 12 is fully satisfied.
Requirement 13
The permitted institution maintains adequate internal controls to preserve the integrity of student records relating to the program.
Findings
UOIT has a policy for the maintenance of internal records protecting the integrity of information and securing accessibility. All records are securely stored and protected. Access to records is safeguarded and available on a ‘need-to-access' basis subject to the university's policy.
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
Visible indicators reflect a process of continuous improvement to ensure program quality assurance. Numerous on-line surveys provide feedback on courses, programs, instructional practices, field experiences, university services and facilities to faculty and administration. The Teacher Education Liaison Committee (TEAC) provides feedback, advice and recommendations regarding many aspects of the professional education program at the faculty.
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
UOIT has a Teacher Education Advisory Committee that meets on a regular basis. The TEAC has a broad of representation from various stakeholders in education (federations, board administration, principals, teachers, and Teacher Candidates).
The terms of reference for the TEAC include the advisory and liaison components required by the Regulation.
Conclusion
Requirement 15 is fully satisfied.
Decision
For the reasons set out above, the Accreditation Committee finds that the University of Ontario Institute of Technology's proposed addition of Primary and Junior areas of concentration to the existing Consecutive Program of Professional Education fully satisfies the requirements of Regulation 347/02, Accreditation of Teacher Education Programs, and grants general accreditation for a period to expire at the same time as the general accreditation period of the existing program.
Accreditation Committee
Ontario College of Teachers
May 25, 2006
Amendments to Expiry Date
In accordance with the May 1, 2009 amendment to the accreditation period for programs of professional education in the Accreditation Regulation, the expiry date for this program is amended to May 11, 2012.
Regulation 347/02, Accreditation of Teacher Education Programs
May 1, 2009
On June 23, 2009, the Accreditation Committee and the Faculty of Education at the University of Ontario Institute of Technology (UOIT) agreed to shorten the general accreditation period for this program to November 30, 2010 to enable all accredited programs at the institution to have a harmonized expiry date that aligns with the undergraduate program reviews conducted internally by the university.
Accreditation Committee
Ontario College of Teachers
June 23, 2009
