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Accreditation Committee Decision

Brock University — Faculty of Education Programs of Professional Education


Introduction

Decision of the Accreditation Committee regarding the Programs of Professional Education offered by Brock University's Faculty of Education

Brock University's Faculty of Education submitted an application in December 2004 for:

  1. Accreditation renewal of the following Programs of Professional Education:
    • Concurrent
    • Consecutive
    • Native Teacher Education
    • Technological Education
  2. Initial accreditation of a proposed Part-time Consecutive Program of Professional Education.

The Accreditation Committee appointed a panel:

  1. to conduct a review of the programs,
  2. to act in an Advisory role
  3. to report to the Accreditation Committee on its findings and
  4. to make recommendations to the Accreditation Committee with respect to the accreditation of Brock University's Faculty of Education's Programs of Professional Education.

The panel of eight persons included three members of Council who were also members of the Accreditation Committee (one of these members was appointed to the Council by the Lieutenant Governor in Council), three members of the College who were not members of Council, a person nominated by the Faculty of Education and a person drawn from a roster who was an educator in a faculty of education.

The panel reviewed documentation provided by the Faculty of Education and carried out site visits to the Faculty of Education campuses in St. Catharines and Hamilton. The on-site visits took place February 14-18, 2005. During these site visits, the accreditation panel held interviews with the Acting Vice-President Academic of Brock University, Acting Dean of the Faculty of Education, Associate Dean of the Faculty of Education, faculty members, instructors, counselors, instructional resource centre personnel, admissions personnel, technology personnel, finance personnel, associate teachers, alumnus, principals, teacher candidates, and members of the Teacher Education Advisory Committee (TEAC).

In response to an invitation issued by the Ontario College of Teachers for submissions from members of the public, the accreditation panel also received a presentation by the Catholic Community, represented by professional staff of the Niagara Catholic District School Board, Chair of the Catholic Principals' Association, a representative from the Ontario English Catholic Teachers Association, and a representative from the St. Catharines Diocese.

The Accreditation Committee, by virtue of the authority granted under the Ontario College of Teachers Act 1996, and Section 5 of Regulation 347/02, Accreditation of Teacher Education Programs, set out to determine if the Programs of Professional Education offered by Brock University's Faculty of Education and the proposed Part-time Consecutive Program 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 the Faculty of Education, Brock University dated June 9, 2005 to the panel's draft report and regulatory requirements of Regulation 347/02, Accreditation of Teacher Education Programs, and Regulation 184/97, Teachers' Qualifications. Based on its review of this information, the Accreditation Committee decided the following.

a. Accreditation Renewal of the Concurrent, Consecutive, Native Teacher Education and Technological Education Programs of Professional Education Requirement 1

The provider of the program is a permitted institution.

Finding

Brock University was created under the Brock University Act, Statutes of Ontario, 1964, Chapter 127, as amended by 1971, Chapter 107.

Conclusion

Requirement 1 is fully satisfied.

Requirement 2

The program has a clearly delineated conceptual framework.

Findings

All programs are conceptualized within systems theory. Evidence was found that this conceptual framework permeates all programs, including inclusion in the course outlines, the booklets distributed and practicum handbooks. The teacher candidates articulated the relationship between their coursework and their practicum experience in a way that reflected the central concepts of the Triple C Cycle framework.

Conclusion

Requirement 2 is fully satisfied.

Requirement 3

The program is consistent with and reflects,

  1. the College's “Standards of Practice for the Teaching Profession” and “the Ethical Standards for the Teaching Profession”,
  2. current research in teacher education, and
  3. the integration of theory and practice in teacher education.

Findings

Documentation, course outlines, reports, exhibits, portfolios, interviews with faculty members, teacher candidates and graduates indicated that all existing programs are consistent with and reflect the College's standards, current research in teacher education, and the integration of theory and practice in teacher education.

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 assignments used current publications and web-based resource materials, required web-based research and incorporated the Ontario curriculum. The Ontario curriculum and current terminology are referenced throughout the course outlines and commented on by the teacher candidates. Interviews with faculty members reflected a knowledge of current educational practices.

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

All programs incorporate theory, method and foundations courses.

Conclusion

Requirement 5 is fully satisfied.

Requirement 6

The program's format and structure are appropriate for the course content.

Findings

All programs are arranged in such a way that course content is appropriately accommodated within a suitable structure. Theory is taught in foundation courses. Teaching practice is situated within internship centres and supported through counseling groups. Methodology is addressed in both the instructional strategies course and in subject specific tutorials. The acts and regulations governing education are covered in a separate course.

Conclusion

Requirement 6 is fully satisfied.

Requirement 7

Students are assessed and informed of their progress on an ongoing basis throughout the program.

Findings

There is consistent evidence that teacher candidates are assessed and informed of their progress on an ongoing basis throughout the program. This evidence reflects a collaborative approach to assessment.

Conclusion

Requirement 7 is fully satisfied.

Requirement 8

The program includes a practicum that satisfies the requirements set out in Regulation 347/02, Subsection 9.(2). The requirements for the practicum portion of the program are as follows:

  1. 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.
  2. The practicum must be completed in accordance with the requirements of Ontario Regulation 184/97.
  3. 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.
  4. An experienced teacher supervises the students and assesses their practicum.
  5. A faculty member is appointed as an advisor for each student.

Findings

In all existing programs there is evidence that teacher candidates will have an experience that includes observation and practice teaching in a school setting and a minimum of 40 days of practical experience in school. There is confirmation that teacher candidates will have an opportunity to participate in settings related to each division and at least one of the subject areas. A faculty member is appointed as an advisor for each teacher candidate and there is verification that experienced teachers supervise the teacher candidates and assess their practicum.

Conclusion

Requirement 8 is fully satisfied.

Requirement 9

Successful completion of the practicum is a requirement for successful completion of the program.

Findings

Information provided by university officials, faculty members, practicum counselors, associate teachers and school principals indicates that the completion of the practicum is a requirement for all programs

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

In course outlines, the topics and activities are appropriate for the respective divisions. This was supported by interviews with faculty members and teacher candidates.

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

Theories about human development and learning are taught within a number of mandatory courses in all programs. A series of courses on classroom dynamics pay particular attention to principles of child development and learning. Legislation and government policies are addressed in Professionalism, Law and the Ontario Educator (EDUC 8Y05). Legislation and policy specific to special education is covered in Current Trends and Issues in Special Education (EDUC 8Y04).

Conclusion

Requirement 11 is fully satisfied.

Requirement 12

The faculty members teaching the program are an appropriate combination of:

  1. persons with appropriate academic qualifications,
  2. practitioners with appropriate experience in the field of education, and
  3. persons with appropriate expertise in the divisions and components of the program.

Findings

A majority of the full-time Faculty is tenured, holds advanced degrees in related areas and has produced numerous academic publications.

Part-time instructors deliver practicum courses and curriculum or teachable (Tutorial) courses as well as methods courses (Instructional Strategies). Most of these part-time instructors are retired teachers and school administrators.

The Native Teacher Education Program of Professional Education is taught by faculty members with experience and knowledge related to Native issues. These instructors include former teachers and principals from First Nations schools, along with specialists in Native languages and culture.

The French Teaching Specialization, Technology Education, and Enterprise Education are served by a specialized faculty complement.

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

Interviews with the Registrar, Assistant Registrar, technical personnel including the Network Administrator, Coordinator of IT Services and Systems Administrator (Hamilton campus), and the undergraduate calendar demonstrate the adequacy of Brock University's internal controls to preserve the integrity of student records relating to all programs.

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

Faculty of Education members at Brock University have been active in research on various aspects of program delivery. Formal stakeholder surveys have been made available to inform future decision-making. Instructional groups use oral feedback from teacher candidates and instructors to improve their program.

Teacher candidates anonymously evaluate courses and faculty members receive course evaluations based on these surveys. The evaluations are read by the Program Chair. Instructors meet in teams to consider the effectiveness of their instruction. Faculty re-evaluate and re-plan their courses each year on the basis of these evaluations.

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

A Teacher Education Advisory Committee (TEAC) exists at the Faculty of Education at Brock University. This TEAC meets twice a year, makes recommendations and provides input into program design and delivery. TEAC publishes its minutes.

Conclusion

Requirement 15 is fully satisfied.


Initial Accreditation of the proposed Part-time Consecutive Program of Professional Education

In consideration of the proposed Part-time Consecutive Program of Professional Education, the Accreditation Committee finds that the program substantially satisfies 12 of the requirements for accreditation, but does not fully satisfy requirements 5, 6 and 8.

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 proposed Part-time Consecutive Program of Professional Education is designed using a systems theory that incorporates theory and a generic methods course. Teacher candidates are required to complete courses in educational theory, such as educational psychology, assessment and evaluation, that will inform their teaching practice. Foundational principles are included in the school law course.

However, no evidence was found of any methods courses planned for specific subject teachables.

Conclusion

The proposed Part-time Consecutive Program of Professional Education does not fully satisfy Requirement 5.

Requirement 6

The program's format and structure are appropriate for the course content.

Findings

Based on the evidence received and considered, the proposed Part-time Consecutive Program of Professional Education Program does not contain two optional courses from Schedule A, as required by Regulation 184/97, ss. 1 (3) 1. iii.

Conclusion

The proposed Part-time Consecutive Program of Professional Education does not fully satisfy Requirement 6.

Requirement

The program includes a practicum that satisfies the requirements set out in Regulation 347/02, Subsection 9.(2). The requirements for the practicum portion of the program are as follows:

  1. 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.
  2. The practicum must be completed in accordance with the requirements of Ontario Regulation 184/97.
  3. 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.
  4. An experienced teacher supervises the students and assesses their practicum.
  5. A faculty member I appointed as an advisor for each student.

Findings

In the proposed Part-time Consecutive Program of Professional Education, there is no confirmation of a concrete process to ensure that candidates have experience in both divisions.

In the model presented for the proposed Part-time Consecutive Program of Professional Education it was unclear who would supervise the teacher candidate and assess the practicum.

Conclusion

Substantiation has not been found that Regulation 347/02, ss. 9(2)(3) and ss. 9(2)(4) is satisfied by the proposed Part-time Consecutive Program of Professional Education . In addition, it is not clear that teacher candidates will be supervised and assessed by an experienced and fully qualified teacher. In consequence, this requirement is substantially, but not fully, satisfied by the proposed Part-time Consecutive Program of Professional Education.


Decisions

For the reasons set out above, the Accreditation Committee finds that Brock University's Faculty of Education's:

  • Concurrent Program of Professional Education satisfies the requirements of Regulation 347/02, Accreditation of Teacher Education Programs, and grants general accreditation for a period of five years (2010).
  • Consecutive Program of Professional Education satisfies the requirements of Regulation 347/02, Accreditation of Teacher Education Programs, and grants general accreditation for a period of five years (2010).
  • Native Teacher Education Program of Professional Education satisfies the requirements of Regulation 347/02, Accreditation of Teacher Education Programs, and grants general accreditation for a period of five years (2010).
  • Technological Education Program of Professional Education satisfies the requirements of Regulation 347/02, Accreditation of Teacher Education Programs, and grants general accreditation for a period of five years (2010).
  • Proposed Part-time Consecutive Program of Professional Education does not fully satisfy the requirements of Regulation 347/02, Accreditation of Teacher Education Programs, and grants initial accreditation with conditions to the proposed Part-time Consecutive Program of Professional Education, for Intermediate and Senior divisions only for a period of two years (2007) 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 (2008).

Conditions

The conditions for the proposed Part-time Consecutive program of Professional Education shall be the following:

  • The program includes, for each Intermediate/Senior teacher candidate, the provision of two optional courses from Schedule A, as per Regulation 184/97, ss. 1. (3) 1. iii.
  • An experienced teacher who is also a member, in good standing, of the Ontario College of Teachers supervises and assesses teacher candidates.
  • The practicum enables every Intermediate/Senior teacher candidate to participate in settings related to each division and at least one of the subject areas of the program that are relevant.

Accreditation Committee
Ontario College of Teachers
October 6, 2005


Amendments to Expiry Date

In accordance with the May 1, 2009 amendment to the accreditation period for programs of professional education in the Accreditation Regulation, the expiry date for the programs accredited in this decision are amended to October 6, 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 Brock University agreed to shorten the general accreditation period for these programs to August 29, 2011 to enable all accredited programs at the institution to have a harmonized expiry date.

Accreditation Committee
Ontario College of Teachers
June 23, 2009

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