Accreditation Committee Decision
Laurentian University – School of Education
Application for Initial Accreditation of the Consecutive Program of Professional
Education for the Intermediate/Senior Divisions Leading to a Bachelor of Education
Degree
Introduction
Decision of the Accreditation Committee Regarding the Application for Initial
Accreditation of the Consecutive Program of Professional Education for the
Intermediate/Senior Divisions
The School of Education at Laurentian University submitted an application
on November 4, 2009 for initial accreditation of a proposed Consecutive Program
of Professional Education with concentrations in the Intermediate/Senior divisions
leading to a Bachelor of Education degree.
The proposed consecutive Intermediate/Senior concentrations are related to
the previously accredited concurrent program with concentrations in the Primary/Junior
and Junior/Intermediate divisions. Some components of the concurrent program
have been used in the design of the proposed consecutive Intermediate/Senior
program.
In accordance with Regulation 347/02, Accreditation of Teacher Education Programs,
the Accreditation Committee established a seven-person accreditation panel
to:
- conduct a review of the aforementioned program of professional education
- act in an advisory role to the Accreditation Committee by
- reporting to the Committee on its findings, and
- making recommendations to the Committee with respect to the accreditation
of the proposed Consecutive Program of Professional Education with
concentrations in the Intermediate/Senior divisions.
The accreditation panel met the requirements set out in Section 6 of Regulation
347/02.
The panel reviewed a self-appraisal report of the proposed program and other
documentation provided by the School of Education at Laurentian University.
The panel conducted an on-site review at the School of Education, Laurentian
University in Sudbury, Ontario from February 7-12, 2010. The review included
an examination of artefacts, interviews with faculty and stakeholders, and
a review of the resources at the School of Education. There were no submissions
from the public regarding the proposed program.
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 with concentrations in the Intermediate/Senior
divisions qualified for initial accreditation.
In making its decision, the Accreditation Committee considered the Accreditation
Panel Final Report dated April 23, 2010, the Director’s response to the
draft report dated April 15, 2010, a presentation of the Panel Report by the
Chair of the Accreditation Panel, and the regulatory requirements of Regulation
347/02, Accreditation of Teacher Education Programs, and Regulation 184/97,
Teachers’ Qualifications.
Decision of the Accreditation Committee at its Meeting of June 14, 2010
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 the School of Education at Laurentian University
is a permitted institution that is able to offer a teacher education program.
The Laurentian University of Sudbury Act of 1960 gives the University the
power to establish and maintain, in French and in English, schools as determined
by the Board of Governors and to confer degrees. The Act confers upon the University
Senate the power to create faculties and programs. The Senate examined the
proposed consecutive Intermediate/Senior division program and approved its
establishment on January 19, 2010.
Conclusion
Based on 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
Additional evidence is required to substantiate that the proposed consecutive
program with concentrations in the Intermediate/Senior divisions fully satisfies
the requirement for a clearly delineated conceptual framework.
The evidence indicates that the conceptual framework for the proposed consecutive
Intermediate/Senior program relates to the University’s mission and northern
context, and is grounded in equity principles. The concepts of equity and sustainability
are to be embedded in all course work, and Aboriginal ways of knowing explored
and infused across the program. A commitment to these principles is reflected
in the design of the School of Education and the physical plant constructed
on sustainable design principles, with an energy and health conscious footprint.
Additionally, particular emphasis is placed on constructivism and social reconstructionism
as theories guiding the proposed program.
While the infusion of Aboriginal perspectives and environmental stewardship
is generally acknowledged and valued in the School of Education, and the conceptual
framework is referenced in some course outlines, the Committee did not find
evidence of a consistent awareness or understanding of the conceptual framework
in documentation for the program.
Conclusion
Based on the information provided for the Accreditation Committee to consider,
it finds that Requirement 2 is substantially satisfied.
Reasons for Conclusion
The Accreditation Committee accepts that the School of Education at Laurentian
University intends to ensure that the proposed program satisfies Requirement
2. Fully satisfying this requirement for the proposed program is contingent
upon the Accreditation Committee finding clear evidence of the conceptual framework
in all course outlines and other public documents pertaining to the program.
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 proposed consecutive program with concentrations
in the Intermediate/Senior divisions is consistent with and reflects 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.
The Mission Statement of the School of Education references the College’s
standards. Teacher candidates of the proposed consecutive program will be introduced
to the standards through their coursework, and each practicum session will
focus on certain strands of the standards. The practicum is designed to allow
candidates to demonstrate that they are meeting the standards.
Current research informs the design and content of the proposed program. The
Director of the School of Education and other faculty are engaged in current
research in teacher education. Course outlines make reference to current teacher
education research. Constructivism and social reconstructionism are referenced
in the proposed program’s conceptual framework.
The proposed program is designed to ensure the integration of theory and practice
both in the course work and in the practical experiences of teacher candidates.
Particular emphasis is placed on acquainting teacher candidates with aboriginal
perspectives in course work, and through “Circle as Pedagogy” practices.
This theoretical knowledge will be extended in real interaction with students
and schools where aboriginal perspectives are present. Regular reflection on
practice and participation in action research are elements of the proposed
program.
Conclusion
Based upon the information provided for the Accreditation Committee to consider,
it finds that 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
While some evidence indicates that the curriculum for the proposed consecutive
program with concentrations in the Intermediate/Senior divisions 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, the Committee found that evidence of program
curriculum currency is not consistent. Additionally, the representation of
a wide knowledge base in the divisions and components of the programs is not
fully evident with respect to senior division courses.
While many course outlines include current topics, evidence of currency is
inconsistent. Some course outlines are lacking in references to Aboriginal
perspectives, environmental issues and contemporary pedagogical topics such
as backwards design and differentiated instruction.
Evidence indicates that the Ontario Curriculum is referenced in course outlines. Ontario
Curriculum guidelines for all intermediate and senior courses will be available
for use by candidates.
Current research in teacher education is evident in all available course outlines,
required texts and suggested readings; several faculty indicated a number of
ways that they intend to embed current research into their courses.
Some course outlines for the proposed consecutive Intermediate/Senior program
lack reference to senior division programming and resources. In particular,
references are lacking to current Ministry initiatives such as Learning to
18 policy which requires that students remain in school until age 18 (for example,
Dual Credit programs, paid co-op programs, etc.), different pedagogical considerations
for university, college and workplace pathways. Texts, resource materials,
and software supporting teaching in the senior division are scanty.
Conclusion
Based upon the information provided for the Accreditation Committee to consider,
it finds that Requirement 4 is fully satisfied.
Reasons for Conclusion
The Accreditation Committee accepts that the School of Education at Laurentian
University intends to ensure that the proposed program satisfies Requirement
4. Fully satisfying this requirement for the proposed program is contingent
upon the Accreditation Committee reviewing all Intermediate and Senior division
course outlines to verify that the program curriculum is current. Additionally
the Accreditation Committee will need to examine all senior division course
outlines to verify that they contain direct references to current Ministry
of Education initiatives and programs that relate specifically to senior students.
Requirement 5
The course content of the program includes theory, method and foundation
courses and appropriate provision for the application of theory in practice.
Findings
The evidence indicates that the course content for the proposed consecutive
program of professional education for the Intermediate/Senior divisions includes
theory, method and foundation courses and appropriate provision for the application
of theory in practice.
The course content of the program includes constructivist and social re-constructivist
perspectives (as demonstrated through the work of Pinar, Reynolds, Slattery,
Taubman; Ghosh; Willinsky; Eisner and Vallance; and Bruner), multicultural
approaches to education (as advocated by Slater and Grant, Arcilla, Bowers,
Carr and Kemmis, and McLaren), holism and connections with Aboriginal ways
of knowing (as advocated by John Miller). The core program stresses theory
in courses such as Education Psychology, Education & Schooling, School
Law, and Special Education.
Course outlines detail method and foundation courses, including Special Education
focusing on best practices for teaching students with exceptionalities.
Evidence indicates that the course content of the proposed program makes appropriate
provision for the application of theory in practice. Laurentian University
is located within Anishinabek territory and has many Aboriginal communities
in the surrounding area and as a result, students of the concurrent program
are able to bridge the theory-practice gap by way of hands-on experiences.
The School of Education will make arrangements for sufficient intermediate
and senior division practicum placements to accommodate the consecutive program
teacher candidates. Course outlines indicate that teacher candidates will develop
units of study in their teachable areas and use recently acquired philosophical,
pedagogical and evaluation principles. Teacher candidates will be encouraged
to document through observation charts how practice and theory are interconnected.
Conclusion
Based upon the information provided for the Accreditation Committee to consider,
it finds that Requirement 5 is fully satisfied.
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 proposed consecutive program with concentrations in the
Intermediate/Senior divisions.
The proposed Intermediate/Senior consecutive program has a strong emphasis
on ethical behaviour and professionalism in conformity with the Ethical
Standards for the Teaching Profession and the Standards of Practice
for the Teaching Profession (“the standards”).” The proposed
Intermediate/Senior program aligns with the standards and they are integrated
into the objectives of each course.
The foundations courses include methods, classroom management, computer applications,
curriculum development and evaluation, special education, education psychology,
and education and schooling.
Teacher candidates each choose two teaching subjects in the proposed Intermediate/Senior
program. For each teaching subject, candidates take two three-credit courses,
one dedicated to the subject in the intermediate division, and the other to
the subject in the senior division. Therefore, of the four teaching subject
courses each teacher candidates takes, two are for the intermediate division
and the senior division of each teachable. In addition to the credit courses,
all Intermediate/Senior teacher candidates are required to attend mandatory
workshops hosted by education partners. These include local school board supervisory
officers, the Ministry of Education, the Ontario College of Teachers, the Ontario
Teachers’ Federation, the Qualifications Evaluation Council of Ontario,
and the Ontario Secondary School Teachers’ Federation.
Proposed courses are designed to prepare teacher candidates for successful
practicum experiences, encouraging professional growth and understanding and
designing classroom environments for learning.
Conclusion
Based upon the information provided for the Accreditation Committee to consider,
it finds that Requirement 6 is fully satisfied.
Requirement 7
Students are assessed and informed of their progress on an ongoing basis
throughout the program.
Findings
Additional evidence is required to assure the Accreditation Committee that
teacher candidates will be assessed and informed of their progress on an ongoing
basis throughout the proposed consecutive program with concentrations in the
Intermediate/Senior divisions.
The School of Education proposal for the Intermediate/Senior program expresses
a commitment to develop with Intermediate/Senior faculty a comprehensive evaluation
strategy that includes variety and frequency and seeks multiple perspectives.
Course outlines for most of the proposed foundations courses demonstrate a
variety of evaluation practices to be employed: case studies, group research
assignments, reflective exercises, tests, essays and papers, reports, demonstrations
and quizzes. Timelines for assessment are not always noted on course outlines,
however. Therefore, teacher candidates may not be certain in all cases that
feedback will be provided to them on an ongoing basis. Some foundations courses
also use the assessment and evaluation tasks required as opportunities in themselves
for reflection on the strengths and limitations of various assessment and evaluation
tools. Methods courses for the proposed program contain descriptions of the
assessment and evaluation schemes and activities that will be employed and
provide for formative feedback at regular intervals.
Associate teachers in the accredited concurrent program are advised to assess
teacher candidate planning and to provide ongoing feedback to candidates during
the practicum. The Accreditation Committee was assured that this practice will
continue in the new Intermediate/ Senior program. The Professional Year Handbook
for the concurrent program describes the nature, structure and timing of both
formative and summative assessments that the teacher candidate will undergo.
The Chair of the Practicum Committee observes teacher candidates in their placements
and offers formative feedback to them. Practicum assessment and evaluation
guidelines are clear and there is a mechanism for dealing with at-risk candidates.
The proposed consecutive program will employ a similar approach to assessment
and evaluation during the practical component of the program.
The Committee did not find evidence of a policy document governing assessment
and evaluation at the School of Education as a whole or at the University,
nor of a guideline that establishes minimum expectations for faculty regarding
the timely provision of information to teacher candidates about progress in
course work.
The Accreditation Committee acknowledges the intention of the School of Education
to develop a comprehensive evaluation strategy in the near future. The Committee
also acknowledges that many courses and all facets of the practicum are supported
by progressive and helpful evaluation and assessment activities.
Conclusion
Based upon the information provided for the Accreditation Committee to consider,
it finds that Requirement 7 is substantially satisfied.
Reasons for Conclusion
The Accreditation Committee accepts that the School of Education at Laurentian
University intends to ensure that the proposed program satisfies Requirement
7. Fully satisfying this requirement is contingent upon the receipt of course
outlines for all courses in the proposed program demonstrating provision for
regular ongoing formative assessment for all candidates. Alternatively, a policy
document showing that all candidates in the proposed program will be assessed
and informed of their progress on an ongoing basis would be documentation acceptable
to the Accreditation Committee.
Requirement 8
The program includes a practicum that satisfies the requirements set out
in subsection 9. (2). Section 9. (2): The requirements for the practicum
portion of the programs 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 the consecutive program of professional
education for the Intermediate/Senior divisions 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 Ontario Regulation 184/97, 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 a faculty member is appointed
as an advisor for each teacher candidate.
The practicum will include observation and practice teaching in an Ontario
school setting. Teacher candidates in the proposed program will begin their
first practicum by observing, and by the end of the second practicum will be
teaching 100 per cent of the time.
The proposed Intermediate/Senior teacher education program practicum will
satisfy the 40 day requirement of Ontario Regulation 184/97. The School of
Education proposal and The School of Education Practicum Handbook-2010-2011
(Draft) identify the number of days that teacher candidates will spend in their
practicum experience: the first practicum will consist of 30 days and the second
of 33 days, well in excess of the 40 days required in Regulation.
As indicated in The School of Education Practicum Handbook, 2010-2011 (Draft),
the proposed program is designed to ensure that teacher candidates will be
able to experience intermediate and senior classrooms and be able to have experience
in at least one of their teachable areas.
An experienced teacher will supervise the students and assess their practicum.
Principals confirm that only experienced teachers with good skills, talents
and disposition would be assigned as associate teachers. The associate teachers
listed a love of teaching, leadership skills, the ability to be reflective,
openness to suggestions, the ability to be a team player and the desire to
mentor as ideal qualities in excellent associate teachers. Practicum policy
for the proposed consecutive Intermediate/Senior program indicates that all
associate teachers will be members of the Ontario College of Teachers in good
standing, who will act as role models and mentors in demonstrating and discussing
best teaching practices.
A faculty member will be appointed as an advisor for each teacher candidate,
as confirmed in The School of Education Practicum Handbook, 2010-2011 (Draft).
Faculty advisors from the School of Education will provide support to all participants
and will serve as a liaison between the School of Education and the participating
schools. In each placement teacher candidates will get both formative and summative
feedback from faculty advisors. Teacher candidates are promised a minimum of
one faculty consultant visit in each of their practicum experiences. Associate
teachers, teacher candidates or both may request additional visits at any time.
Conclusion
Based upon the information provided for the Accreditation Committee to consider,
it finds that Requirement 8 is fully satisfied.
Requirement 9
Successful completion of the practicum is a requirement for successful
completion of the program.
Findings
The evidence indicates that successful completion of the practicum is required
for successful completion of the consecutive program of professional education
for the Intermediate/Senior divisions.
In the proposed consecutive teacher education program, the practicum consists
of two placements for a total of 63 days. Successful completion of both placements
is a requirement for successful completion of the proposed consecutive Intermediate/Senior
teacher education program.
The School of Education Practicum Handbook, 2010-2011 (Draft) also addresses
the issue of teacher candidates having difficulties in their placements. There
is provision for notification to, and support from, the practicum supervisor
and faculty advisor, plus description of a Practicum Improvement Plan available
to candidates.
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
Additional evidence is required to fully substantiate that the teaching method
courses in the proposed consecutive program with concentrations in the Intermediate/Senior
divisions are appropriate to the divisions to which they relate.
While many teaching method course outlines indicated that the course content
and structure are appropriate to both intermediate and senior divisions, some
course outlines were lacking in this regard.
Interviews with current faculty who might be teaching in the proposed program
indicated that materials and strategies will have to be adapted to the needs
of teacher candidates in an Intermediate/Senior program.
The Curriculum Resource Center contains limited resources to meet the needs
of candidates in the proposed program. Additional current materials are needed
to support instruction in the method courses for the proposed program.
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 Committee accepts that the School of Education at Laurentian
University intends to ensure that the proposed consecutive program with concentrations
in the Intermediate/Senior divisions satisfies Requirement 10. Fully satisfying
this requirement for the proposed program is contingent upon the Accreditation
Committee examining appropriate documentation for evidence that the requirement
is fully satisfied. Documentation might include: course outlines for the proposed
method courses referencing topics, assignments, required and optional readings,
assessment activities and evaluation strategies that specifically relate to
Intermediate and Senior division educational pathways; a plan for the acquisition
of support materials, including library resources, laboratory equipment and
teaching support materials that specifically relate to the method courses for
the Intermediate and Senior divisions.
Requirement 11
The teaching theory and foundation courses in the program include courses
on human development and learning and on legislation and government policies
relating to education.
Findings
The evidence indicates that the teaching theory and foundation courses in
the consecutive program of professional education for the Intermediate/Senior
divisions will include courses on human development and learning and on legislation
and government policies relating to education.
There are three courses that provide for an understanding of human development
and learning: Education Psychology, Intermediate/Senior Education and Schooling,
and Special Education. Additionally, these courses emphasize the foundations
of cognitive and behavioural adolescent psychology and provide a grounding
in the theories and applications of special education.
Intermediate/Senior Social & Legal Issues in Education (School Law) and
Intermediate/Senior Education and Schooling are required courses that provide
a basis for the appreciation and implementation of legislation and government
policies as they relate to education. In addition, in implementing the proposed
program, the School of Education will continue its current practice of working
with educational partners such as the Ministry of Education and teacher federations
to acquaint candidates with current social and legal issues in education.
Conclusion
Based upon the information provided for the Accreditation Committee to consider,
it finds that 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
Additional evidence is required to fully substantiate that the faculty members
teaching in the proposed consecutive program with concentrations in the Intermediate/Senior
divisions 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.
At present there are not enough faculty with appropriate qualifications and
expertise to offer the program. The School is committed to hiring the faculty
necessary to offer the proposed program.
Current faculty have academic qualifications in areas such as Drama, Educational
Psychology, Education and Schooling, English, History, Mathematics, Music,
Native Studies, Science-Biology and Special Education. Additionally, some current
faculty are practitioners with appropriate experience in the field of education
and in the divisions and components of the program to support the proposed
consecutive Intermediate/Senior program.
The School of Education intends to hire qualified faculty in the following
areas for 2011-2012: one in Curriculum Development and Evaluation/Instructional
Methods, another in Special Education and Educational Psychology, a third in
Education and Schooling; and two in Instructional Methodology.
Conclusion
Based upon the information provided for the Accreditation Committee to consider,
it finds that Requirement 12 is substantially satisfied.
Reasons for Conclusion
The Accreditation Committee accepts that the School of Education at Laurentian
University intends to ensure that the proposed consecutive program with concentrations
in the Intermediate/Senior divisions satisfies Requirement 12. Fully satisfying
this requirement for the proposed program is contingent upon the Director of
the School of Education providing evidence acceptable to the Accreditation
Committee of the qualifications and experience of the full-time and part-time
faculty by providing the curriculum vitae or faculty academic profiles for
faculty or sessional instructors who will be assigned to instruct in the proposed
program. The proposal to hire five new tenure track faculty and eight sessional
instructors should provide a full complement of persons with appropriate expertise
for the various divisions and components of the 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 School of Education at Laurentian University
maintains adequate internal controls to preserve the integrity of student records
relating to its programs of professional education.
The Registrar’s office employs best practices in security and adheres
to FIPPA guidelines. Both in the Registrar’s office and in the School
of Education documents are stored in locked cabinets to which only authorized
employees have access.
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
The evidence indicates that the School of Education at Laurentian University
is committed to continuous improvement and quality assurance in the proposed
consecutive Intermediate/Senior program of professional education.
Laurentian University has established eleven internal committees comprised
of faculty and students to examine academic matters related to its professional
schools. The proposed consecutive Intermediate/Senior division program intends
to seek feedback from teacher candidates and professional partners, as well
as through formal course evaluations. There are opportunities for evaluation
of faculty and the program embedded in the model.
There is a proposed allotment of funding over a three-year period for resource
materials to support the proposed consecutive Intermediate/Senior program.
Provisions have been made for the acquisition of new Information Technology
software to support the new program, and for the upgrading of existing computer
facilities.
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 evidence indicates that the School of Education at Laurentian University
has a Teacher Education Advisory Council (TEAC) that functions in an advisory
capacity in relation to the proposed consecutive program of professional education
for the Intermediate/Senior divisions.
The TEAC has been involved since the initial stages of the application process
for the proposed Intermediate/Senior program. The Council’s mandate will
expand as required to support the proposed consecutive Intermediate/Senior
teacher education program. The composition of the Council draws on the expertise
of the School of Education, the University, the local public and Catholic school
boards, teacher federations and teacher candidates.
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
Consecutive Program of Professional Education – Intermediate/Senior
Divisions
For the reasons set out above, the Accreditation Committee finds that the
proposed Consecutive Program of Professional Education with concentrations
in the Intermediate/Senior divisions leading to a Bachelor of Education degree
to be offered by the School of Education at Laurentian University 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 a period of two years (June 14, 2012) 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 (June 14,
2013).
The accreditation of the proposed Consecutive Program of Professional Education
with concentrations in the Intermediate/Senior divisions is subject to the
following conditions:
- The Director of the School of Education at Laurentian University submit
evidence that the conceptual framework for the proposed consecutive program
is clearly delineated in all course outlines and other public documents pertaining
to the program. Once the School of Education at Laurentian University provides
information that the Accreditation Committee finds to be acceptable evidence,
Requirement 2 will have been fully satisfied.
- The Director of the School of Education at Laurentian University submit
finalized course outlines for the proposed consecutive program, and/or other
acceptable evidence addressing the concerns set out in this decision, for
the Accreditation Committee to verify that Requirements 4 and 10 have been
fully satisfied. Once the School of Education at Laurentian University provides
information that the Accreditation Committee finds to be acceptable evidence,
Requirements 4 and 10 will have been fully satisfied.
- The Director of the School of Education at Laurentian University submit
finalized course outlines for all courses in the proposed consecutive program
demonstrating provision for regular ongoing formative assessment for all
candidates. Alternatively, a policy document showing that all candidates
in the proposed program will be assessed and informed of their progress on
an ongoing basis would be documentation acceptable to the Accreditation Committee.
Once the School of Education at Laurentian University provides information
that the Accreditation Committee finds to be acceptable evidence, Requirement
7 will have been fully satisfied.
- The Director of the School of Education at Laurentian University submit
additional information acceptable to the Accreditation Committee 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 proposed consecutive program. Appropriate
documentation may include a summary of the qualifications and experience
of the faculty assigned to teach in the program, as well as faculty profiles
or curriculum vitae. Once the School of Education at Laurentian 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 Director of the School 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 14, 2010
Amendment to Expiry Date
On February 15, 2011 the Accreditation Committee and the School of Education at Laurentian University agreed to extend the initial accreditation period for this program to June 14, 2014 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
February 15, 2011
Program update
The Director of the School of Education at Laurentian University has notified the Ontario College of Teachers that the consecutive program of professional education with areas of study in the Intermediate/Senior divisions as granted initial accreditation on June 14, 2010 will not be implemented. The accreditation of the program expires on June 14, 2014.
Decision Regarding the Enhanced Teacher Education Program Verification Report
Read the Full Decision
Confirmation of Accreditation
The Accreditation Committee finds that the following program of professional education offered by the School of Education, Laurentian University fully satisfies the accreditation requirements of Regulation 347/02, Accreditation of Teacher Education Programs as they read on September 1, 2015:
- Concurrent program of professional education with areas of study in the Primary/Junior and Junior/Intermediate divisions, leading to a Bachelor of Education degree
The Accreditation Committee confirms general accreditation of these programs to continue until June 11, 2017.
Accreditation Committee
Ontario College of Teachers
April 7, 2016
