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Accreditation Committee Decision

Lakehead University — Faculty of Education Programs of Professional Education


Introduction

Decision of the Accreditation Committee Regarding The Programs of Professional Education Offered By The Faculty of Education, Lakehead University

The Faculty of Education, Lakehead University, submitted an application in
October 2005 for the renewal of accreditation of the following programs of professional education:

  • Concurrent
  • Consecutive
  • Primary and Junior Divisions for Persons of Native Ancestry
  • The Teacher of A Native Language as A Second Language.

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

  1. conduct a review of the programs of professional education,
  2. act in an advisory role,
  3. report to the Accreditation Committee on its findings, and
  4. make recommendations to the Accreditation Committee with respect to the renewal of accreditation of the programs of professional education offered by the Faculty of Education at Lakehead University.

A panel of seven persons was comprised of:

  • 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)
  • a member of the College who was not a member of Council
  • a person nominated by the Faculty of Education
  • a person drawn from a roster who had expertise in teacher education programs
  • and a person who had expertise in Native teacher education.

The panel, in carrying out its duties, reviewed documentation provided by the Faculty of Education and conducted an on-site review at the Faculty of Education, Lakehead University, which included an examination of artifacts, interviews with representatives of stakeholder groups and a review of the facilities and resources.

The on-site review took place November 7-11, 2005. There was one submission from the public.

The Accreditation Committee, by virtue of the authority granted under the Ontario College of Teachers Act, 1996, and Regulation 347/02, Accreditation of Teacher Education Programs, set out to determine if the programs of professional education offered by the Faculty of Education at Lakehead University 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, Lakehead University dated February 1, 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

A copy of the Order-in-Council approved by His Honour, the Lieutenant Governor of Ontario, dated the 15th day of May, 1969, that established the Faculty of Education as an integral part of Lakehead University validated that Lakehead University is a permitted institution

Conclusion

Requirement 1 is fully satisfied.


Requirement 2

The program has a clearly delineated conceptual framework.

Findings

The teacher education programs have a clearly delineated conceptual framework. The conceptual framework integrates four areas of knowledge:

  • Teachers and Teaching
  • Curriculum, Learners and Learning
  • and Contexts of Teaching.

In addition, three constructs act as vehicles to integrate the four areas of knowledge across the curriculum:

  • Research and Development
  • Development of Professional Knowledge
  • and Integration of Theory and Practice.

These are used to inform the common core, specific programs and course design.

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

  1. Evidence was found that validated the fact that each teacher candidate is provided with a copy of the College's Standards of Practice for the Teaching Profession and the Ethical Standards for the Teaching Profession (Standards). The Standards were used to support classroom study and discussion and foster an understanding of how to integrate the Standards into the practicum experience.

    Every course outline makes reference to and includes the Standards. In particular, the Foundations, Law, and Classroom Management courses clearly focus on the Standards. Faculty members often referred to their use of the Standards in their courses and in their work with the teacher candidates, particularly when it comes to preparing them for their practicum experience.

    Also, the assessment rubrics for the practicum were based on the Standards of Practice for the Teaching Profession and the Ethical Standards for the Teaching Profession.

    The Standards were also prominently displayed throughout the faculty of education. They were also evident in the faculty of education's Mission Statements and Guiding Principles.
  2. Evidence was found that the new faculty appointments have strengthened graduate programs and generated more research. Faculty research in areas such as children and adolescents with special needs, art education, science education, assessment and evaluation, and native languages is ongoing and has proved to be beneficial for the programs of professional education and teacher candidates.

    The first ever Canada Research Chair in Aboriginal Education has been awarded to Lakehead University's Faculty of Education. Most tenured and tenure-track faculty conduct active research programs while also teaching in the teacher education program.

    A new course in Multicultural and Aboriginal Education links theory to practice. Rubric and portfolio assessments have been introduced in response to recent research.

    The Faculty has recently quadrupled its Social Science Humanities Research Council of Canada grants and tripled its National Science and Engineering Research Council of Canada grants. The Faculty provided many examples of current research in teacher education supporting all programs.
  3. Examples of the integration of theory and practice were evident in all course outlines including Aboriginal education courses. For example, the Faculty Advisor is the instructor for the Planning and Assessment and Classroom Management courses.

    Throughout the practicum, the Faculty Advisor functions as teacher, mentor, advisor and evaluator. Teacher candidates are encouraged to bring issues observed in the practicum to theory-based courses for interpretation.
  4. Professional Seminars for teacher candidates are scheduled weekly to deal with professional issues, for example, new Ministry initiatives, Ontario College of Teachers presentations.

    All programs are consistent with and reflect 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

Evidence was found that the programs' curricula are current as a result of the faculty's emphasis on research and a commitment to annual course review. All programs reference the Ontario curriculum and all teacher candidates receive the appropriate Ministry of Education curriculum documents.

All programs include the applications of extensive research in teacher education from a significant number of faculty. Course outlines clearly and consistently reference the Ontario curriculum.

Faculty members serve on a number of committees and participate in curriculum initiatives, for example, faculty authored the Ministry support document for Ontario Secondary School Native Languages, thereby helping maintain relevancy and currency.

Teacher candidates confirmed that they are given instruction on content and strategies demonstrating a breadth of knowledge and a comprehensive understanding of divisions and program components.

The faculty of education's “Self-Appraisal Accreditation Report” illustrates the range of the knowledge base in the divisions and in the components of the teacher education program.

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

Evidence was found that the core theory courses include:

  1. Educational Psychology
  2. Teaching Exceptional Students
  3. Introduction to Classroom Management
  4. and Planning and Evaluation.

Methods courses are offered at each division, i.e. Primary/ Junior, Junior/Intermediate and Intermediate/Senior.

Core foundation courses include:

  1. Multicultural and Aboriginal Education
  2. Educational Law
  3. and Foundations and Issues in Education.

The core theory courses are directly connected to the practicum component. Faculty Advisors for the practicum also teach two of the theory courses mentioned above.

Course outlines offered an in-depth overview of course content and emphasized the application of theory in practice. Teacher candidates' assignments showed connections between teaching methods and theory.

Conclusion

Requirement 5 is fully satisfied.


Requirement 6

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

Findings

Evidence was found that the programs' formats and structures for faculty of education teacher candidates in the professional year and teacher candidates in the Native teacher education programs are appropriate for the course content.

The Native teacher programs (Primary/Junior Divisions for Persons of Native Ancestry and Teacher of a Native Language as a Second Language) have a flexible format and structure that address the needs of teacher candidates and their communities.

Aboriginal teacher candidates are provided with opportunities to acquire further postsecondary education that, otherwise, would have been unattainable.

Alumni and teacher candidates in the Professional Program On-Site Delivery (P.P.O.D.) appreciated smaller class sizes and the resulting pupil-teacher-ratio in many of their teacher education courses. The Faculty is organized into interdisciplinary groups with a mandate to develop capacity of respective disciplines.

The structure and content of the programs support all teacher candidates.

Conclusion

Requirement 6 is fully satisfied.


Requirement 7

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

Findings

A common assessment rubric and the policy surrounding it has been fully implemented for the theory-based courses, following a recent review of the previous assessment processes.

Associate teachers assess teacher candidates' progress and the faculty advisors evaluate academic and practicum success based on established criteria. Teacher candidates are informed at the beginning of the year of assessment criteria. A self-evaluation process in all practica has been established. Teacher candidates generate learning plans and regularly reflect on their practice with their associate teachers.

In assigning the final grade for the practicum, the faculty advisor will take into consideration written reports from associate teachers, reflections, lesson plans and other substantive documents provided by the teacher candidate, secure, internal, Internet-based interactions, and when applicable, classroom observations.

Different forms of authentic assessment, both formative and summative, are used throughout the programs.

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

The practicum for all programs (Primary/Junior, Junior/Intermediate, Intermediate/Senior; Native Teacher Education Programs: NTEP and NLIP) includes directed observation and teaching practice conducted in settings following Ontario Ministry of Education curriculum policies and guidelines.

Practicum arrangements for all grade divisions and language programs meet and exceed the 40-day requirement of Regulation 184/97.

Primary/Junior and Junior/Intermediate teacher candidates complete practicum in each of their respective grade divisions.

Intermediate/Senior teacher candidates complete one practicum in their primary teachable in a secondary school offering both intermediate and senior divisions and one practicum in their second teachable in a secondary school or senior elementary setting at the Intermediate Division.

Roles defined for participants in the practicum indicate that all teacher candidates are supervised and assessed by experienced teachers.

Each teacher candidate is assigned to a faculty practicum advisor. Faculty advisors also teach courses in classroom management and planning and evaluation to their assigned teacher candidates.

Conclusion

Requirement 8 is fully satisfied.


Requirement 9

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

Findings

Successful completion of the practicum is a degree and/or diploma requirement.

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

Required teaching methods courses are designed for the specific divisions:

  1. Primary/Junior
  2. Junior/Intermediate
  3. and Intermediate/Senior.

Also included are appropriate methods courses for the Native Teacher Education (NTEP and NLIP) programs. Course outlines for all methods courses indicate comprehensive coverage of appropriate methods for each of the grade divisions.

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

Human development and learning is a part of all courses and is integrated into the subject matter. The essential role of story telling in the Aboriginal culture is a foundational element in the Native Teacher Education programs (NTEP and NLIP).

The foundation courses are a requirement for all teacher candidates. Course lectures, readings and related activities on legislation and government policies are augmented by visitations from guest resource persons from the community.

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
  3. and persons with appropriate expertise in the divisions and components of the program.

Findings

All faculty have academic and professional expertise along with experiential qualifications appropriate to the course, mentorship, and supervisory work assigned and/or approved by the Dean.

Recent hirings of faculty have included Aboriginal scholars with an understanding and experience in the needs and language of Aboriginal persons.

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

The Faculty of Education and University have policy and technical mechanisms in place to ensure secure storage of sensitive data regarding teacher candidate records.

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

Cyclical reviews and audits of programs are conducted by the University and by professional bodies external to the University. The Regionally Integrated Teacher Education (R.I.T.E.) and Professional Program On-Site Delivery (P.P.O.D.) originated through input from professional practitioners in the field.

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

The faculty of education's program development activities are supported by a Teacher Education Advisory Committee that has representation from the faculty, including teacher candidates, the University and the broader education community.

The faculty gains further support from advisory groups such as:

  • the Northern Ontario Education Leaders (whose membership is made up of the Directors of Northern School Boards
  • the Ontario Teachers' Federation Liaison Group
  • The Aboriginal Management Committee
  • Aboriginal Teacher Education stakeholders
  • and through the membership on Faculty of Education Council Committees.

Conclusion

Requirement 15 is fully satisfied.


Decisions

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

  • Concurrent Program of Professional Education fully satisfies the requirements of Regulations 347/02, Accreditation of Teacher Education Programs, and grants general accreditation for a period of five years (2011).
  • Consecutive Program of Professional Education fully satisfies the requirements of Regulations 347/02, Accreditation of Teacher Education Programs, and grants general accreditation for a period of five years (2011).
  • Program of Professional Education in the Primary and Junior Divisions for Persons of Native Ancestry fully satisfies the requirements of Regulation 347/02, Accreditation of Teacher Education Programs and grants general accreditation for a period of five years (2011) .
  • Program of Professional Education for The Teacher Of A Native Language As A Second Language fully satisfies the requirements of Regulation 347/02, Accreditation of The Teacher Education Programs and grants general accreditation for a period of five years (2011).

Accreditation Committee
Ontario College of Teachers
February 9, 2006


Amendment 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 these programs is amended to February 9, 2013.

Regulation 347/02, Accreditation of Teacher Education Programs
May 1, 2009

On June 23, 2009, the Accreditation Committee and the Faculty of Education at Lakehead University agreed to shorten the general accreditation period for these programs of professional education to April 3, 2012 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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