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Accreditation Committee Decision

Brock University — Faculty of Education

Initial Accreditation of a Proposed, Consecutive Program of Professional Education, Integrated with Studies Leading to a Four-year Bachelor of Education Degree, and Concentrating on the Primary and Junior Divisions with a Focus on Aboriginal Teacher Education


Introduction

Decision of the Accreditation Committee Regarding the Application by the Faculty of Education, Brock University, for the Initial Accreditation of a Proposed, Consecutive Program of Professional Education, Integrated with Studies Leading to a Four-year Bachelor of Education Degree, and Concentrating on the Primary and Junior Divisions with a Focus on Aboriginal Teacher Education

The Faculty of Education at Brock University submitted an application in January 2007 for initial accreditation of a proposed part-time, program of professional education, including a concentrated study of the primary and junior divisions with a focus on Aboriginal teacher education. The proposed program will be delivered over a five-year period, and be integrated with studies leading to a four-year, undergraduate Bachelor of Education degree.

In accordance with Regulation 347/02, Accreditation of Teacher Education Programs,the Accreditation Committee appointed a panel to:

  1. conduct a review of the proposed program of professional education,

  2. act in an advisory role to the Accreditation Committee by

    1. reporting to the Accreditation Committee on its findings on the review of the program of professional education, and
    2. making recommendations to the Accreditation Committee with respect to the accreditation of the program of professional education proposed to be offered by the Faculty of Education, Brock University.

The panel included two elected members of Council, one of whom was a member of the Accreditation Committee, and one member 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 Brock University, and one person drawn from a roster of individuals with expertise in teacher education programs.

The panel reviewed documentation provided by the Faculty of Education, Brock University, conducted an on-site review, examined artefacts, and conducted interviews with Faculty members and various stakeholders. The on-site interviews took place from June 11 – June 13, 2007.

The Accreditation Committee, by virtue of the authority granted under the Ontario College of Teachers Act, 1996, and Regulation 347/02, Accreditation of Teacher Education Programs, set out to determine if the program of professional education proposed to be offered by the Faculty of Education, Brock Education, qualified for accreditation.

The Accreditation Committee considered the Final Report of the Accreditation Panel, dated August 28, 2007 and the response of the Dean of the Faculty of Education, dated August 27, 2007 to the Panel’s Draft Accreditation Report to determine if the proposed program of professional education qualifies for accreditation under Regulation 347/02, Accreditation of Teacher Education Programs.


Decision of the Accreditation Committee at its Meeting of August 29, 2007

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

Documentation indicated that the Faculty of Education at Brock University is authorized to offer degrees and diplomas under The Brock University Act, Statutes of Ontario, 1964, Chapter 127, and as amended in 1971, Chapter 107, and is therefore a permitted institution.

The Minutes of a meeting of the Senate of Brock University dated April 11, 2007, state that the Senate approved that ‘…the new program proposal Bachelor of Education be accepted in the Tecumseh Centre for Aboriginal Research and Education…’. The Dean and the Program Developers confirmed that the proposed program was approved by Senate on April 11, 2007.

Conclusion

Based upon the information provided for the Accreditation Committee to consider, it finds that Requirement 1 is fully satisfied.

Requirement 2

The program has a clearly delineated conceptual framework.

Findings

The conceptual framework is based upon the principles of the “Two Worlds” curriculum, recognizes aspects of both mainstream and Aboriginal cultures, and attempts to bridge these two cultures through the teaching and learning process. The description of the program goals in the documentation is consistent with the Faculty of Education Mission Statement.

Conclusion

Based upon the information provided for the Accreditation Committee to consider, it finds that 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

The College’s “Standards of Practice for the Teaching Profession” and “the Ethical Standards for the Teaching Profession”, are referenced throughout the proposed program documentation. Information obtained from interviews indicated that the Standards are compatible with Aboriginal community beliefs and will be embedded in the proposed program. The information obtained from the documentation, interviews and artefacts indicated an intention for the proposed program to reflect current research in teacher education and in Aboriginal teacher education. The learning model for the program is based on hands-on experience and proposes to integrate theoretical knowledge into practical work.

Conclusion

Based upon the information provided for the Accreditation Committee to consider, it finds that Requirement 3 is substantially satisfied.

Reasons for Conclusion

The accreditation panel reviewing the program was unable to examine the specifics of the program and make factual findings to recommend that the requirement has been fully satisfied. However, the Accreditation Committee accepts that there is an intention for the program, as proposed, to satisfy Requirement 3.

It concludes that fully satisfying Requirement 3 is contingent upon the Accreditation Committee receiving and examining the course content for evidence of the requirement, as demonstrated in documents such as up-to-date course outlines, the Teacher Candidate Handbook, and any other appropriate documentation.

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

Since faculty were not yet hired for the proposed program, some courses were not developed, and as such, were unavailable for review. Instead, course outlines were provided for some of the courses currently offered by the Faculty of Education at Brock University in their other programs. Information obtained through interviews indicated an intention for the course outlines provided as a model to be revised or adapted in order to include Aboriginal references and increased relevance to the Aboriginal communities from which the teacher candidates will come.

The documentation and interviews provided some evidence that the proposed program will be designed to apply recent research in teacher education to several crucial areas, and that courses, once developed, will reflect recent research and a wide knowledge base. The documentation indicates that the Ontario Curriculum will be evident in the program curriculum. There is an intention for the instructional strategies courses to address the curriculum documents relevant to the primary and junior divisions, and for the documents to be the basis for assignments in the method and curriculum courses.

Conclusion

Based upon the information provided for the Accreditation Committee to consider, it finds that Requirement 4 is substantially satisfied.

Reasons for Conclusion

The accreditation panel reviewing the program was unable to examine the specifics of the program curriculum and make factual findings to recommend that the requirement has been fully satisfied. However, the Accreditation Committee accepts that there is an intention for the program, as proposed, to satisfy Requirement 4.

It concludes that fully satisfying Requirement 4 is contingent upon the Accreditation Committee receiving and examining the course content for evidence of the requirement, as demonstrated in documents such as up-to-date course outlines, and any other appropriate documentation.

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 documentation indicates that the course content of the proposed program will include theory courses that relate to Aboriginal education, history, leadership, language and arts. The program plans to include two courses in child and youth development that will provide knowledge of theories, methods and issues related to the cognitive, social and emotional development of children and youth. The methods courses propose to apply learning theory to the classroom context.

The proposed course in Earth Science intends to introduce field-based methods of inquiry with an Aboriginal focus. The proposed program will include courses which address the study of Ontario education legal issues, regulations and professional codes of ethics. There will also be opportunities to study counselling theory and participate in a related practical experience.

Conclusion
Based upon the information provided for the Accreditation Committee to consider, it finds that Requirement 5 is substantially satisfied.

Reasons for Conclusion

The accreditation panel reviewing the program was unable to examine the course content and make factual findings to recommend that the requirement has been fully satisfied. However, the Accreditation Committee accepts that there is an intention for the program, as proposed, to satisfy Requirement 5.

It concludes that fully satisfying Requirement 5 is contingent upon the Accreditation Committee receiving and examining the fully developed course content for evidence of the requirement, as demonstrated in documents such as current course outlines, and any other appropriate documentation.

Requirement 6

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

Findings

The program’s format and structure are appropriate for the course content. Format and structure encompass the kinds of courses being offered, the course sequence, the site and facilities and the delivery modes.

The program format is designed to help teacher candidates acquire skills in a sequential manner. Skills and knowledge are related to Aboriginal education, theory and foundation courses, the primary and junior division curricula and the practica. Due to the remote nature of the communities that the proposed program aims to serve, the delivery of the program combines face-to-face classroom and on-line learning components.

Conclusion

Based upon the information provided to the Accreditation Committee for its consideration, Requirement 6 is fully satisfied.

Requirement 7

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

Findings

The general policies and regulations related to evaluation of student performance were evident in the Undergraduate Calendar 2006/07 Brock University document. The panel determined that the Faculty of Education at Brock University will implement the assessment policy of Brock University as described in the calendar. Documentation and interviews indicated that instructors are required to employ a range of assessment and evaluation strategies that are both formative and summative, including continuous feedback and assessment by distance education.

Teacher candidates will be evaluated during each of the three practicum placements. The panel reviewed a formal referral process for issues that arise during the practicum in the draft Handbook for Teacher Candidates.

Conclusion

Based upon the information provided for the Accreditation Committee to consider, it finds that Requirement 7 is substantially satisfied.

Reason for the Conclusion

The accreditation panel reviewing the program was unable to examine specific course assessment policies and make factual findings to recommend that the requirement has been fully satisfied. However, the Accreditation Committee accepts that there is an intention for the program, as proposed, to satisfy Requirement 7.

It concludes that fully satisfying Requirement 7 is contingent upon the Accreditation Committee receiving and examining course content and final assessment policies for evidence that candidates are assessed of their progress on an ongoing basis, as demonstrated in documents such as up-to-date course outlines, an up-to-date Handbook for Teacher Candidates developed for the program, and any other relevant documentation.

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:

  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

Information from the documentation and interviews indicated that the proposed program includes a practicum that exceeds the required 40 days of practice teaching as outlined in Regulation 184/97, Teachers’ Qualifications. The proposed practicum is sequenced over several years and divided into three practice-teaching blocks, each with a gradual increase in practice teaching time. The proposed Practice Teaching Coordinator indicated that teacher candidates will have one 20-day, non-credit, observation-only placement in the second year of the program within an aboriginal setting. Teacher candidates will gain experience in each of the Primary and Junior division.

Each teacher candidate will be a member of a counselling group, led by a Faculty Counsellor with the appropriate experience and qualifications. The Faculty Counsellor will advise and mentor teacher candidates during their practicum experiences, and visit each candidate at least once in each of the practicum placements. Associate teachers will be members of the Ontario College of Teachers who have at least two years of teaching experience and will be members of the Aboriginal community as much as possible. Associate teachers will assess and write a summative report of their teacher candidates’ performance at the end of each practicum.

Conclusion

Based upon the information provided for the Accreditation Committee to consider, it finds that Requirement 8 is substantially satisfied.

Reasons for the Conclusion

The accreditation panel reviewing the program was unable to confirm sufficient factual findings related to the availability of experienced associate teachers to recommend that the requirement has been fully satisfied. However, the Accreditation Committee accepts that there is an intention for the program, as proposed, to satisfy Requirement 8 by engaging associate teachers with the appropriate experiences.

It concludes that fully satisfying Requirement 8 is contingent upon the Accreditation Committee receiving and examining further evidence to verify that experienced teachers, who are members of the Ontario College of Teachers, will supervise teacher candidates and assess their practicum, as demonstrated in agreements with public school boards, or other appropriate documentation.

Requirement 9

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

Findings

Documentation and interviews indicated that teacher candidates must successfully complete each practicum with a grade equivalent to an A or B for successful completion of the program. In the event that a practicum placement is unsuccessful, and circumstances warrant it, a make-up round may be offered.

Conclusion

Based upon the information provided for the Accreditation Committee to consider, it finds that 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

The Faculty of Education at Brock University provided several course outlines for review from their currently offered education programs. Interviews confirmed that there is an intention to adapt the existing teacher education programs for use in the proposed program. Documentation included course descriptions for teaching method courses with reference to the primary and junior divisions. It is understood that there is an intention for the Faculty to develop method courses that also consider Aboriginal culture and teaching methods suitable to Aboriginal learners.

Conclusion

Based upon the information provided for the Accreditation Committee to consider, it finds that Requirement 10 is substantially satisfied.

Reasons for Conclusion

The accreditation panel reviewing the program was unable to examine the teaching method courses and make factual findings to recommend that the requirement has been fully satisfied. However, the Accreditation Committee accepts that there is an intention for the program, as proposed, to satisfy Requirement 10.

It concludes that fully satisfying Requirement 10 is contingent upon the Accreditation Committee receiving and examining the content of the teaching method courses for evidence of their appropriateness in relation to the primary and junior divisions, as demonstrated in documents such as up-to-date course outlines, and any other appropriate documentation.

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 documentation indicates that there is an intention for teacher candidates to take theory and foundation courses as part of the proposed program, including courses in child and youth studies. The Faculty of Education at Brock University provided a description for the course entitled Professionalism, Law and the Ontario Teacher which indicated that teacher candidates would study the statues, regulations and professional codes, as well as the responsibilities and authority in the organization of the public school system in Ontario. It was further indicated that the course was adapted for Aboriginal teacher candidates who will prepare to teach on-or-off-reserve, by including relevant content.

Conclusion

Based upon the information provided for the Accreditation Committee to consider, it finds that Requirement 11 is substantially satisfied.

Reasons for Conclusion

The accreditation panel reviewing the program was unable to examine the course outlines for the teaching theory and foundation courses in the program and make factual findings to recommend that the requirement has been fully satisfied. However, the Accreditation Committee accepts that there is an intention for the program, as proposed, to satisfy Requirement 11.

It concludes that fully satisfying Requirement 11 is contingent upon the Accreditation Committee receiving and examining the course content for the teaching theory and foundation courses in the program for evidence of the requirement, as demonstrated in documents such as up-to-date course outlines, and any other appropriate documentation.

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

Documentation indicates that two tenured-stream faculty members employed by Brock University are currently attached to the proposed program. Several faculty who have expressed interest in teaching in the proposed program meet the appropriate academic qualification requirement, by holding master or doctoral degrees. The Faculty of Education will be proposing the addition of six Aboriginal faculty members to Brock University’s complement over the next three years and any such appointments will be asked to contribute to the proposed program.

Instructors are expected to hold a master or doctoral degree, and have at least five years of successful teaching experience, including experience in the primary and junior divisions. At present there are few fully qualified Aboriginal instructors with experience in teacher education, therefore co-instructors may be engaged for the first two cohorts of the proposed program. Associate teachers will be drawn mainly from Aboriginal communities as much as possible, but associate teachers off-reserve will also be engaged by the Faculty of Education at Brock University.

Conclusion

Based upon the information provided for the Accreditation Committee to consider, it finds that Requirement 12 is substantially satisfied.

Reasons for Conclusion

As the teaching faculty for the proposed program had not yet been hired at the time of the accreditation panel review, the panel was unable to make sufficient factual findings to recommend that the requirement was fully satisfied. However, the Accreditation Committee accepts that there is an intention and capacity for the program, as proposed, to hire faculty members with the appropriate academic and practical experience to satisfy Requirement 12.

It concludes that fully satisfying Requirement 12 is contingent upon the Accreditation Committee receiving and examining the qualifications and experience of the educators hired to teach the program, to verify evidence of the requirement, as demonstrated in faculty academic profiles summarizing the qualifications and experience of the faculty, and any other appropriate documentation.

Requirement 13

The permitted institution maintains adequate internal controls to preserve the integrity of student records relating to the program.

Findings

The documentation and interviews confirmed that the Faculty of Education at Brock University maintains adequate internal controls to preserve the privacy and integrity of student records. All official documents will be held in the central Brock University office. An interview with the Assistant Registrar confirmed that the Registrar’s Office at Brock University follows the usual security standards commonly maintained by Ontario universities in general.

Original documents will be held on the main campus at Brock University, some document copies will be located at the Sioux Lookout office, with standards of security in place. The proposed program will follow Brock University’s policies for records handling as cited in the University Calendar. Information from interviews indicated that candidates and Faculty will have access to records as necessary, electronically, through the university portal by using a login and pin number. Brock University has a Privacy Officer to ensure and maintain compliance with the Freedom of Information and Protection of Privacy Act.

Conclusion

Based upon the information provided for the Accreditation Committee to consider, it finds that 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

A variety of measures were identified as ways to ensure quality and improvement including the following: faculty orientation and training to prepare for the special context of teaching candidates from Northern Aboriginal communities, training in information technology and course design for distance learning models, on-going evaluation of courses and the program, continuous research related to the appropriateness of the selected distance learning delivery models. A Program Development Committee will develop, monitor and assess the courses and the program to ensure that all courses meet university requirements and are responsive to Anishinabek cultural values.

Conclusion

Based upon the information provided for the Accreditation Committee to consider, it finds that 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

The Dean stated that the program has a Faculty of Education Advisory Committee (FEAC) that meets twice a year and provides advice on all Faculty of Education programs. The FEAC represents thirteen stakeholder groups who advise and make recommendations relevant to the professional education and instruction of teachers through the Dean of the Faculty, to the Brock University Senate, and to both the Minister of Education and the Minister of Training, Colleges and Universities.

Additionally, a Program Development Committee composed of representatives from Brock University faculty, the Northern Nishnawbe Education Council (NNEC) Program Coordinator and educators from the NNEC schools function in an advisory capacity to the program.

Conclusion

Based upon the information provided for the Accreditation Committee to consider, it finds that Requirement 15 is fully satisfied.


Decision of the Accreditation Committee

For the reasons set out above, the Accreditation Committee finds that the proposed consecutive program of professional education, integrated with a four-year Bachelor of Education degree, and concentrating on the Primary and Junior divisions with a focus on aboriginal teacher education, to be offered by the Faculty of Education, Brock University, substantially satisfies the requirements of Regulation 347/02, Accreditation of Teacher Education Programs.

The Accreditation Committee grants initial accreditation to the proposed program with conditions as noted below, commencing August 29, 2007 for two years or the period of time ending on the graduation of the second class of students enrolled in the program, whichever is the longer period time, but not to exceed three years (August 29, 2010).

The initial accreditation of the proposed program is subject to the following conditions:

That the Faculty of Education at Brock University provide to the Accreditation Committee new information that the Committee examines and determines to be acceptable evidence to fully satisfy Requirements 3, 4, 5, 7, 8, 10, 11 and 12, such as up-to-date course outlines for the proposed program, an up-to-date Handbook for Teacher Candidates, information regarding the qualifications and experience of faculty teaching in the program, verification of the availability of experienced teachers supervising students and assessing their practicum.

Specifically, the Faculty of Education is required to provide additional evidence as outlined below:

  1. Fully satisfying Requirement 3 is contingent upon the Accreditation Committee receiving and examining appropriate documentation such as up-to-date course outlines and the Teacher Candidate Handbook for evidence that 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”;

  2. Fully satisfying Requirement 4 is contingent upon the Accreditation Committee receiving and examining appropriate documentation such as up-to-date course outlines for evidence that the program curriculum is current, references the Ontario curriculum, includes application of current research in teacher education and represents a wide knowledge base in the divisions and components of the program;

  3. Fully satisfying Requirement 5 is contingent upon the Accreditation Committee receiving and examining appropriate documentation such as current course outlines for evidence that the course content of the program includes theory, method and foundation courses and make appropriate provision for the application of theory in practice;

  4. Fully satisfying Requirement 7 is contingent upon the Accreditation Committee receiving and examining appropriate documentation such as up-to-date course outlines which reference assessment policies, and an up-to-date Handbook for Teacher Candidates developed for the program for evidence that verifies that candidates are assessed of their progress on an ongoing basis throughout the program;

  5. Fully satisfying Requirement 8 is contingent upon the Accreditation Committee receiving and examining appropriate documentation such as agreements with public school boards to verify that experienced teachers, who are members of the Ontario College of Teachers, will supervise teacher candidates and assess their practicum;

  6. Fully satisfying Requirement 10 is contingent upon the Accreditation Committee receiving and examining appropriate documentation such as up-to-date course outlines for the teaching method courses for evidence of their appropriateness in relation to the primary and junior divisions such as up-to-date course outlines, and any other;

  7. Fully satisfying Requirement 11 is contingent upon theAccreditation Committee receiving and examining appropriate documentationof the course content for the teaching theory and foundation courses inthe program, such as up-to-date course outlines, for evidence that theyinclude courses on human development and learning and on the legislationand government policies relating to education;

  8. Fully satisfying Requirement 12 is contingent upon theAccreditation Committee receiving and examining appropriate documentationsuch as faculty academic profiles summarizing the qualifications andexperience of the educators hired to teach the program, for evidence that thefaculty members teaching the program are an appropriate combination ofpersons with appropriate academic qualification, practitioners withappropriate experience in the field of education, and persons withappropriate expertise in the divisions and components of the program.

As required in Section 16. (1) of Regulation 347/02, Accreditation of Teacher Education Programs, the Dean of the proposed program 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 conditions, and report annually to the Accreditation Committee on the progress in satisfying the conditions.

Accreditation Committee
Ontario College of Teachers
August 29, 2007


Amendment to Expiry Date

On June 23, 2009, the Accreditation Committee and the Faculty of Education at Brock University agreed to extend the initial accreditation period for this program to August 29, 2011 to provide the faculty with additional time to complete an internal appraisal before preparing a submission for renewal of accreditation.

Accreditation Committee
Ontario College of Teachers
June 23, 2009

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