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Accreditation Committee Decision

Nipissing University — Faculty of Education

Application for General Accreditation of:

  • the Consecutive Program of Professional Education for the Primary/Junior, Junior/Intermediate and Intermediate/Senior Divisions, Leading to a Bachelor of Education;
  • the Concurrent Program of Professional Education for the Primary/Junior and Junior/Intermediate Divisions leading to a Bachelor of Education;
  • the Multi-Session Aboriginal Teacher Certification Program, Leading to a Diploma; and

Application for Initial Accreditation of:

  • the Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) Program, Leading to a Diploma

Introduction

The Faculty of Education at Nipissing University submitted an application on December 1, 2008 for the general accreditation of the following teacher education programs:

  • Consecutive Program of Professional Education with concentrations in the Primary/Junior, Junior/Intermediate and Intermediate/Senior divisions, leading to a Bachelor of Education Degree
  • Concurrent Program of Professional Education with concentrations in the Primary/Junior and Junior/Intermediate divisions, leading to a Bachelor of Education Degree, and 
  • Multi-Session Aboriginal Teacher Certification Program, leading to a Diploma.

The submission also included an application for the initial accreditation of a new Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) Program, leading to a Diploma.

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

  1. conduct a review of the aforementioned programs of professional education,

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

    1. reporting to the Accreditation Committee on its findings, and
    2. making recommendations to the Accreditation Committee with respect to the accreditation of the existing and new programs of professional education noted above.

The panel was established in accordance with the criteria set out in Section 6 of Regulation 347/02 and included at least one panel member with specific expertise in Aboriginal teacher education.

The panel reviewed a written self-appraisal report of the program and other documentation provided by the Faculty of Education at Nipissing University. The panel conducted an
on-site review from January 18 – 23, 2009 which included an examination of artefacts, interviews with faculty and stakeholders, and a review of the resources at the facility. The panel heard one public submission.

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, the Concurrent Program of Professional Education and the Multi-Session Aboriginal Teacher Certification Program offered by the Faculty of Education at Nipissing University qualified for general accreditation; and if the new Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) Program, to be offered by the Faculty of Education at Nipissing University qualified for initial accreditation.

In making its decision, the Accreditation Committee considered the Accreditation Panel Final Report dated June 19, 2009, and the Dean’s response to the draft report dated June 18, 2009, and the regulatory requirements of Regulation 347/02, Accreditation of Teacher Education Programs, and Regulation 184/97, Teachers’ Qualifications.


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 Nipissing University is a permitted institution.

Nipissing University began to offer teacher education programs in 1973, through an Order in Council, as an affiliate of Laurentian University. Legislative documents provide evidence that the Faculty of Education, Nipissing University secured its own charter and became an autonomous institution in 1992 and continued to offer teacher education programs.

The Multi-Session Teacher of Native Language as a Second Language Program: Algonquian (Ojibwe) was given Senate approval in June 2007. This program also has the support of the Near North District School Board’s First Nations Advisory Committee which represents seven First Nations in Nipissing University’s immediate area.

Conclusion

Based upon the information provided for the Accreditation Committee to consider, it finds that Requirement 1 is fully satisfied for the Consecutive, Concurrent, Multi-session Aboriginal Teacher Certification and the new Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) programs of professional education.

Requirement 2

The program has a clearly delineated conceptual framework.

Findings

The evidence indicates that the Consecutive, Concurrent, Multi-Session Aboriginal Teacher Certification, and the new Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) programs of professional education have a clearly delineated conceptual framework.

This conceptual framework is described as six interconnected portals that represent the program. The six portals are: Understanding through Performance; Understanding of Diversity; Technology; Understanding of Self; Reflective Practice; and Interdisciplinary Program. In the centre of these portals is the praxis, which refers to the complex interplay between theory and practice, and to the internal and external forces that influence the development of the teacher.

The Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) Program is consistent with the mission statements of both the university and the Faculty of Education. Nipissing’s Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) Program, when viewed through the existing conceptual framework, enables the faculty to create an experience for teacher candidates that is multidimensional regardless of the delivery method or the location of the program. The ultimate goal of the program is to prepare new teachers of Ojibwe as a Second Language, in order to meet the needs of the Ontario education system in accordance with current research on teaching, learning, and assessment strategies.

Conclusion

Based upon the information provided for the Accreditation Committee to consider, it finds that Requirement 2 is fully satisfied for the Consecutive, Concurrent, Multi-Session Aboriginal Teacher Certification and the new Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) programs of professional education.

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 evidence indicates that the Consecutive, Concurrent, Multi-Session Aboriginal Teacher Certification, and the new Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) programs of professional education are consistent with and reflect 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.

Teacher candidates’ course work includes the integration of the Standards and the Ethical Standards. The draft course outlines for the new Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) Program demonstrate Nipissing’s commitment to educating teachers by infusing the Ontario College of Teachers’ Standards of Practice and Ethical Standards for the Teaching Profession throughout the program and courses.

The teacher education programs are consistent with and reflect current research in teacher education nationally and internationally. Areas of research by faculty include Aboriginal Education, Native Language, assessment and evaluation, literacy, and pre-service teacher education. The library at the Faculty of Education provides access to current research through books, on-line databases, journals, articles, on-line books and dissertations.

The programs are consistent with and reflect the integration of theory into practice in teacher education. Teacher candidates are required to apply theory into practice through such activities as lesson and unit planning. Teacher candidates are given sample lesson plan templates to use when creating their lessons, all of which have a series of required elements that demonstrate integration of theory into practice. The Multi-Session Aboriginal Teacher Certification Program includes course outlines that identify the integration of theory and practice, such as the Curriculum Method Education course, where teacher candidates are to demonstrate the theoretical understanding and ability to plan, implement and assess effective curricula. The design of the new Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) Program identifies that the integration of theory and practice will take place in a similar fashion.

Conclusion

Based upon the information provided for the Accreditation Committee to consider, it finds that Requirement 3 is fully satisfied for the Consecutive, Concurrent, Multi-Session Aboriginal Teacher Certification and the new Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) programs of professional education.

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

The evidence indicates that the curriculum for the Consecutive, Concurrent and Multi-Session Aboriginal Teacher Certification programs 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. Additional evidence is required to fully satisfy this requirement for the curriculum of the new Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) Program.

The curriculum in the Faculty of Education’s Consecutive, Concurrent, and Multi-Session Aboriginal Teacher Certification programs is current. The programs are also reflective of current research and faculty update their course outlines every year. The overall program curriculum is regularly reviewed. Teacher candidates receive instruction in the curricular areas that are reflective of current Ontario Ministry of Education curriculum. Members of the Faculty of Education actively engage in research that furthers and expands contemporary understandings. Faculty attend many Ministry of Education sponsored professional development opportunities. Currency of program curriculum, including textbooks and readings, is evident in course outlines.

The curriculum in the Faculty of Education’s Consecutive, Concurrent, and Multi-Session Aboriginal Teacher Certification programs references the Ontario Curriculum. Course outlines refer to the relevant Ontario Ministry of Education curriculum documents. Teacher candidates in all programs have full access to all software licensed through the Ministry and the Faculty of Education computers. Teacher candidates’ lessons and units are planned according to their chosen divisional levels and respective Ministry curriculum guidelines. Kindergarten curriculum is addressed in the primary/junior program. The new Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) Program’s learning expectations include planning Native Languages programs that enable students to meet Ontario Ministry of Education curriculum expectations. Teacher candidates in the Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) Program will receive specialized instruction, pursuant to the Ontario Curriculum for Native Languages, Grades 1 to 12 and the Resource Document ‘Native Languages: Ojibwe and Cree – Resource Guide, Grades 1 to 12’.

The program curriculum for the existing programs at the Faculty of Education includes the application of current research in teacher education. Faculty update their course outlines yearly, including examples of the application of current research in teacher education. Faculty members continually make connections between the theoretical and the practical, and teacher candidates are encouraged to use methods that reflect current theory. Many faculty members are involved in their own educational research. The Multi-Session Aboriginal Teacher Certification Program is research driven and the faculty uses this to guide teacher candidates’ learning. A list of references for the new Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) Program is research based. This research is an integral part of all the programs. Library resource renewal is ongoing with input from the faculty on the most current educational topics.

The program curriculum for the existing programs at Nipissing University represents a wide knowledge base in the divisions and components of the program. Course outlines in the various programs and divisions include topics such as literacy across the curriculum, history of First Nations people and current issues in the education of persons of Native ancestry, child abuse, diversity, violence in our schools, gender issues in education, and poverty issues of children and schooling. Teacher candidates in the existing programs demonstrate a wide knowledge base through their lesson plans which include such components as literacy, numeracy, students with special needs, special education, differentiated instruction and information technology. The Faculty of Education offers teacher candidates a range of optional courses, workshops and professional development opportunities to enrich and extend the Faculty of Education experience. The Multi-Session Aboriginal Teacher Certification Program includes cultural components pertinent to the needs of the teacher candidates and the Aboriginal communities they serve. Learning expectations for teacher candidates in the Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) Program will include the expansion of knowledge and application of strategies to create inclusive, equitable and safe learning environments that address the diversity of learners.

At the time of the review, some course outlines for Years 1 and 2 of the new Multi-Session Teacher of Native Language as a Second Language: Algonquin (Ojibwe) Program were available; however, the Accreditation Committee was unable to examine evidence from the remaining course outlines, resources and assignments for Years 1, 2 and 3 of the new program to determine if requirement 4 is fully satisfied.

Conclusion

Based upon the information provided for the Accreditation Committee to consider, it finds that Requirement 4 is fully satisfied for the Consecutive, Concurrent and Multi-Session Aboriginal Teacher Certification programs of professional education. The Accreditation Committee finds that Requirement 4 is substantially satisfied for the new Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) program of professional education.

Reasons for Conclusion

The Accreditation Committee accepts that the Faculty of Education at Nipissing University intends to ensure that the new Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) program of professional education satisfies Requirement 4. Fully satisfying this requirement is contingent upon the Accreditation Committee examining all of the finalized course outlines for the new program for evidence that the requirement is 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

The evidence indicates that the course content for the Consecutive, Concurrent and Multi-Session Aboriginal Teacher Certification programs includes theory, method and foundation courses and appropriate provision for the application of theory in practice.

Additional evidence is required to fully satisfy this requirement for the course content of the new Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) Program.

Theory is integrated throughout the Consecutive, Concurrent and Multi-Session Aboriginal Teacher Certification programs. In the primary/junior divisions, teacher candidates are expected to be generalists and receive both theoretical and practical instruction in all areas outlined in the Ontario Curriculum. In the junior/intermediate divisions, teacher candidates receive similar curricular instruction and then add one optional course from Schedule A that is in the intermediate division and that is related to grades 7 and 8 of the intermediate division. At the intermediate/senior level, instruction includes two optional courses from Schedule A. Curriculum studies courses address theory and methods. Course outlines describe relevant theory and method components for each individual course. Curriculum studies courses require teacher candidates to consistently apply and connect theory in practice. Lesson plan formats are based on theory and are an example of theory put into practice. The Aboriginal Teacher Certification Program’s course outlines clearly identify theoretical underpinnings. Course descriptions for the new Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) Program include examples of theory integrated in content, such as theories in child development in language acquisition.

The course content of the Faculty of Education’s Consecutive, Concurrent, and Multi-Session Aboriginal Teacher Certification programs includes method and foundation courses. Every program and respective division receives method instruction including Curriculum Methods, Instructional Technology, and Classroom Management. While the core content for each of these courses is comparable, the instruction in each division is tailored to the characteristics of the curriculum and the learners at the divisional level.

Required method courses for primary/junior teacher candidates include Language Arts, Mathematics Education, Music, Health and Physical Education, Visual Arts, Social Studies, Science. Required method courses for junior/intermediate teacher candidates include Language Arts, Mathematics Education, Curriculum Studies, Music, Health and Physical Education, Visual Arts, Social Studies, Science. Method courses at the intermediate/senior level (electives) include Business Studies, Computer Science, English, French, Geography, History, Mathematics, Music, Physical and Health Education, Religious Studies, Science and Visual Arts. The Multi-Session Aboriginal Teacher Certification Program includes the identical mandatory method courses for the consecutive program for the primary/junior divisions. The new Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) Program will include method instruction in Ojibwe Methodology and in Technology and Learning Materials for Ojibwe. As teacher candidates will be expected to teach Ojibwe as a second language in any division, instruction will address the characteristics of the curriculum and the learners for each of the four divisions.

Each program and division receives foundational instruction in Education and Schooling, Special Education and Educational Psychology. The instruction is tailored to the characteristics of the curriculum and the learners at each divisional level. The Aboriginal Teacher Certification Program offers the same foundation courses that are mandatory courses for the primary/junior consecutive program. The Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) Program will include foundation courses in Education and Schooling, Special Education and Educational Psychology. The foundation courses concentrate on education law, reflective practice, philosophy, history and current issues, education psychology and special education, all with a focus on the teacher of Ojibwe.

The conceptual framework that guides the existing programs includes the application of theory into practice. Teacher candidates consistently apply theory in practice through assignments such as lesson plans, management plans, development of websites, and multimedia presentations that require teacher candidates to connect theory and practice in their coursework. The application of theoretical knowledge in the observation and practice teaching sessions is evident. Learning expectations for the available course outlines for the Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) Program include the appropriate provision for the application of theory.

At the time of the review, not all course outlines for the new Multi-Session Teacher of Native Language as a Second Language: Algonquin (Ojibwe) Program were available. The Accreditation Committee was unable to examine evidence from finalized course outlines, resources and assignments for the new program to determine if requirement 5 is fully satisfied

Conclusion

Based upon the information provided for the Accreditation Committee to consider, it finds that Requirement 5 is fully satisfied for the Consecutive, Concurrent and Multi-Session Aboriginal Teacher Certification programs of professional education. The Accreditation Committee finds that Requirement 5 is substantially satisfied for the new Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) program of professional education.

Reasons for Conclusion

The Accreditation Committee accepts that the Faculty of Education at Nipissing University intends to ensure that the new Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) program of professional education satisfies Requirement 5. Fully satisfying this requirement is contingent upon the Accreditation Committee examining all of the finalized course outlines for the new program for evidence that the course content includes theory, method and foundation courses and to confirm that the program makes appropriate provision for the application of theory in practice.

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 Consecutive, Concurrent, Multi-Session Aboriginal Teacher Certification, and the new Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) Program.

The Faculty of Education offers comprehensive teacher education programs that include core courses for the primary/junior, junior/intermediate, and intermediate/senior divisions, in addition to one teachable subject for junior/intermediate teacher candidates and two teachables at the intermediate/senior level. The consecutive program includes all four divisions, whereas the concurrent program includes primary/junior and junior/intermediate teacher candidates. The Multi-Session Aboriginal Teacher Certification Program is offered to teacher candidates of Native ancestry interested in teaching in the primary/junior division only.

The consecutive teacher education program is offered at the North Bay campus of Nipissing University. The concurrent program is provided in two locations: in North Bay with Nipissing University’s Faculty of Arts and Science, and in Brantford in partnership with Wilfrid Laurier University. The conceptual framework and course structure of the original consecutive program provides a benchmark for the design of all other programs. The Multi-Session Aboriginal Teacher Certification Program is structured like the consecutive program for the primary/junior divisions. The new Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) Program will be similar in structure to the Multi-Session Aboriginal Teacher Certification Program.

Every teacher candidate is required to enrol in the following core courses, regardless of their discipline or teachable subject or program: Education and Schooling, Educational Psychology and Special Education, Methods, and Observation and Practice Teaching. While the course content remains similar, each of these courses reflects the unique needs of the division and program in which it is taught. Course descriptions are consistent across divisions and programs; however, each division and program has unique course codes that reflect the division specific content. Primary/junior and junior/intermediate candidates are required to enrol in subject areas that address the Ontario Curriculum. Junior/intermediate candidates are also expected to enrol in one curriculum course that focuses on their teachable subject. Intermediate/senior teacher candidates also take a Curriculum Development and Evaluation course that includes components of (a) Curriculum Development and Evaluation Theory and Strategies; (b) Language Across the Curriculum which emphasizes the key role of language in all subject areas; and (c) Curriculum Integration which provides an overview of curricular areas at the Grade 7/8 level. Intermediate/senior candidates also enrol in elective curriculum courses that focus on their teachable subjects.

The Multi-Session Aboriginal Teacher Certification Program is a unique blend of academics and culture, offered to teacher candidates of Native ancestry. The program is embellished with cultural modifications pertinent to the needs of the teacher candidates and the communities they serve. The program qualifies teachers to work in the primary/junior divisions. The students come from small, remote communities ranging in population from 250 to 24,000. Over the course of two summer sessions, 50 to 60 students attend the Multi-Session Aboriginal Teacher Certification Program held at the North Bay campus during the months of July and August. There are two in-school practicum placements, which are completed during the course of two school years with the year one practicum being of six weeks duration and year two of seven weeks. Practicum sessions must be done in both the primary and junior divisions.

The new Multi-Session Teacher of Native Language as a Second Language: Algonquian: (Ojibwe) Program will be offered over three summers at the North Bay campus. It will prepare fluent speakers of Anishnaabemowin or Nishnaabemwin – hereafter Ojibwe – to teach Ojibwe as a subject to Aboriginal and non-Aboriginal students in the primary, junior, intermediate and senior grades in schools in Ontario. Ojibwe language classes will provide teacher candidates with opportunities to develop their knowledge of their ancestral language. Teacher candidates will gain a greater understanding of Native philosophy, spirituality, and traditional values that will enhance their sense of Native identity and self-worth. The new Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) Program will be similar in format to the Multi-Session Aboriginal Teacher Certification Program but for the length, having an additional (third) summer session. The summer program structure allows teacher candidates to return to their home communities for the practicum during the school year.

The program practica are structured in the following time frames: the consecutive practicum is 13 weeks, dispersed throughout the year; the concurrent program practicum is 21 to 23 weeks (depending on either a three-year or four year initial degree), dispersed throughout the program; the Multi-Session Aboriginal Teacher Certification Program practicum is 13 weeks in total, and the new Multi-Session Teacher of Native Language as a Second Language Program practicum will be18 weeks in total.

The Faculty of Education at Nipissing University employs information and communication technology appropriate to the needs of the different programs offered.  The facilities allow for the incorporation of computer technology into day to day teaching as well as video-conferencing. The fully automated library offers teacher candidates access to almost 180,000 volumes, as well as over 5000 journals for reference, research, and reading.

Conclusion

Based upon the information provided for the Accreditation Committee to consider, it finds that Requirement 6 is fully satisfied for the Consecutive, Concurrent, Multi-Session Aboriginal Teacher Certification and the new Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) programs of professional education.

Requirement 7

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

Findings

The evidence indicates that the teacher candidates are assessed and informed of their progress on an ongoing basis throughout the Consecutive, Concurrent, and Multi-Session Aboriginal Teacher Certification programs. The same format will be followed for the new Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) Program.

The programs at Nipissing University include formative and summative assessment during course work and the practicum. Faculty use a wide variety of diagnostic, formative and summative assessment strategies, performance assessment which includes self and peer assessment, individual and group assignments, written assignments, performance-tasks, culminating assignments, and final tests and exams.

During the practicum candidates are assessed on professional qualities, communication, planning, implementation, and classroom management. The associate teacher assesses a teacher candidate’s performance weekly, discussing the results with the teacher candidate and suggesting ways to improve practice. The faculty advisor assesses a teacher candidate’s performance at least twice during the academic year. This assessment includes observing the teacher candidate’s teaching, reviewing the teacher candidate’s Practice Teaching Binder, discussing observations with the teacher candidate, and identifying areas for improvement.

Practicum assessments in the Multi-Session Aboriginal Teacher Certification Program use the consecutive Bachelor of Education evaluation formats. Teacher candidates in the new Multi-Session Teacher of Native as a Second Language: Algonquian (Ojibwe) Program will be evaluated by their associate teachers during each of the three, six-week practicum placements. They will also receive at least one faculty advisor evaluation during each placement.

Conclusion

Based upon the information provided for the Accreditation Committee to consider, it finds that Requirement 7 is fully satisfied for the Consecutive, Concurrent, Multi-Session Aboriginal Teacher Certification and the new Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) programs of professional education.

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

The evidence indicates that the practicum for each of the Concurrent, Consecutive, Multi-Session Aboriginal Teacher Certification and the new Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) programs 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 Regulation 187/97, 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 has a faculty member appointed as an advisor for each teacher candidate.

Teacher candidates in all programs have an opportunity to participate in 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. In the consecutive program, teacher candidates progress from observation to full days of instruction over the course of the year. In the concurrent program, candidates progress towards full day practice teaching over the course of the full program. Teacher candidates in both the Multi-Session Aboriginal Teacher Certification Program and the new Multi-Session Native Language as a Second Language Program have or will have the opportunity to complete their practicum in schools in First Nation communities and in publicly supported school boards.

The practica for the existing programs exceed the requirements of Ontario Regulation 184/97 for a minimum of 40 days of practical experience. The practicum sessions for the consecutive program allow the teacher candidates to participate in 13 weeks of practicum. In the concurrent program, four-year concurrent candidates are provided with 21 weeks of practice teaching and five-year candidates are provided with 23 weeks. Teacher candidates enrolled in the Multi-Session Aboriginal Teacher Certification Program are provided with 13 weeks of practicum over two years. In the new Multi-Session Teacher of a of Native Language as a Second Language Program the documents state that the practicum will be 18 weeks long, six weeks per year in each of the three years.

In the consecutive and concurrent programs, primary/junior teacher candidates are provided placements in both the primary and junior divisions (K - Grade 6) and junior/intermediate teacher candidates are provided placements in each of the junior and intermediate divisions (Grades 4-10), and in the teachable subject. Intermediate/senior teacher candidates are provided placements in the intermediate and senior divisions (grades 7-12) and in at least one of their teachable subjects. In the Multi-Session Aboriginal Teacher Certification Program, teacher candidates are placed in the primary division for one practicum placement and in the junior division for another.

Candidates in the Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) Program (K- Grade12) will have practicum placements in at least two of the four divisions: one placement will be in the primary or junior divisions and at least one placement will be in the intermediate or senior divisions.

An experienced teacher supervises and assesses the practicum in all programs. The associate teacher must be a registered member of the Ontario College of Teachers and be a member in good standing, have a minimum of one or more years of teaching experience, demonstrate leadership skills, model excellence in teaching and professionalism, be a team player and model life-long learning. Teacher candidates are assessed on the Faculty of Education’s rubric. The Associate Teacher assesses the candidate’s performance weekly.

Teacher candidates in all programs are assigned to a faculty advisor. The faculty advisor meets with the teacher candidate on a regular basis to discuss various aspects of the practicum. The faculty advisor observes and supports teacher candidates, provides examples of exemplary teaching practice, and acts as a liaison between the Faculty of Education and the school placement. The faculty advisor is expected to provide a minimum of two evaluations of the teacher candidates in the consecutive program and at least one per year in the concurrent program. Associate teachers have frequent communication with the faculty advisor during the course of the practicum.

Conclusion

Based upon the information provided for the Accreditation Committee to consider, it finds that Requirement 8 is fully satisfied for the Consecutive, Concurrent, Multi-Session Aboriginal Teacher Certification and the new Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) programs of professional education.

Requirement 9

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

Findings

The evidence indicates that the successful completion of the practicum is required for successful completion of the Consecutive, Concurrent, Multi-Session Aboriginal Teacher Certification, and the new Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) Program.

Teacher candidates enrolled in the consecutive program must pass “Observation and Practice Teaching” in order to meet the requirement for successful completion of the program and receive the BEd degree. Teacher candidates enrolled in the concurrent program must successfully complete the “Observation and Practice Teaching” in each of years one to five in order to meet the requirement for successful completion of the program and receive the B.Ed. degree. Teacher candidates enrolled in the Aboriginal Teacher Certification Program must be successful in the course entitled “Observation and Practice Teaching” in addition to meeting requirements for their academic courses, to obtain the Diploma. Teacher candidates in the new Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) Program must obtain a pass in “Observation and Practice Teaching (Ojibwe)” as well as complete successfully the academic course work over the three sessions to receive the Diploma.

Conclusion

Based upon the information provided for the Accreditation Committee to consider, it finds that Requirement 9 is fully satisfied for the Consecutive, Concurrent, Multi-Session Aboriginal Teacher Certification and the new Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) programs of professional education.

Requirement 10

The teaching method courses in the program are appropriate in relation to the divisions to which they relate.

Findings

The evidence indicates that the teaching method courses in the Consecutive, Concurrent, Multi-Session Aboriginal Teacher Certification, and the new Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) programs are appropriate in the relation to the divisions to which they relate.

All programs offer a core set of courses that include method courses (Computers, Curriculum Methods, and Classroom Management). Dependent on program and division, these core courses are supplemented with curriculum studies, and in the Junior/Intermediate and Intermediate/Senior Divisions, with the teachable subject(s) courses.

The Multi-Session Aboriginal Teacher Certification Program method courses are the same as the consecutive program and the mandatory courses for the primary/junior divisions. The courses are taken over two summers.

The Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) Program will include the method courses adapted for teaching Ojibwe, and include Curriculum Methods (Ojibwe Methodology), Computers in the Classroom (Technology and Learning Materials for Ojibwe) and Classroom Management. The curriculum studies courses will include the Ojibwe Language, the Ojibwe Curriculum, and Team Teaching. As teacher candidates will be expected to teach Ojibwe as a second language in any division, instruction will address the characteristics of the curriculum and the learners at each of the four divisional levels. The courses will be taken over three summers.

Conclusion

Based upon the information provided for the Accreditation Committee to consider, it finds that Requirement 10 is fully satisfied for the Consecutive, Concurrent, Multi-Session Aboriginal Teacher Certification and the new Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) programs of professional education.

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 evidence indicates that the teaching theory and foundation courses in the Consecutive, Concurrent, Multi-Session Aboriginal Teacher Certification, and the new Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe)

programs include courses on human development and learning and on legislation and government policies relating to education.

All divisions and programs offer a core set of courses that include the teaching theory and foundations group of courses: Education and Schooling, Educational Psychology, and Special Education. While the core content of each of these courses is comparable, the instruction in each division is tailored to the characteristics of the curriculum and the learners at each divisional level in all teacher education programs. The Educational Psychology and Special Education courses in the Consecutive, Concurrent and Multi-Session Aboriginal Teacher Certification programs provide an overview of psychological principles as they relate to human development, learning, motivation, instruction, and assessment. Topics include human development, theories of learning, cognition in children and adolescents, at risk and marginalized youth, and educational assessment in school settings. The special education component of the course examines Ontario’s Ministry of Education’s policies on special education and exceptional learners, and related areas such as Individual Education Plans and Individual Program Review Committees.

Course learning expectations in Educational Psychology and Special Education in the new Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) Program include theories in child development in language acquisition and stages of second language acquisition.

The foundation course Education and Schooling, which is offered in all programs, asks teacher candidates to engage in critical analysis of aspects of their local and wider communities for sociological, philosophical, historical, and legal elements that inform their working with young children, adolescents, and young adults. The course is designed to enhance the knowledge, understanding and skill of teacher candidates in the areas of philosophical, historical, legal and social contexts of schooling and education.

In the Multi-Session Aboriginal Teacher Certification Program (P/J) the Education and Schooling course also covers laws that affect teaching in Ontario including the unique situation of First Nation schools, anti-racism policies and practices, and education manifestos of Aboriginal organizations.

The Education and Schooling course for the new Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) Program is an introduction to education law, reflective practice, philosophy, history, and current issues; educational psychology and special education with a focus on the teacher of Ojibwe. Course content includes legislation on bilingualism in Ontario and Canada pertaining to Aboriginal languages, the Declaration on the Rights of Indigenous Peoples (Draft) by the United Nations pertaining to Aboriginal languages, Assembly of First Nations’ position on Aboriginal languages in Canada, and band and school board policies on Aboriginal languages.

Conclusion

Based upon the information provided for the Accreditation Committee to consider, it finds that Requirement 11 is fully satisfied for the Consecutive, Concurrent, Multi-Session Aboriginal Teacher Certification and the new Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) programs of professional education.

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

The evidence indicates that the faculty members teaching in the existing Consecutive, Concurrent and Multi-Session Aboriginal Teacher Certification programs 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. Additional evidence is required to fully satisfy this requirement for the faculty members who will teach in the new Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) Program.

In the existing programs over two-thirds of faculty have doctoral degrees or are engaged in doctoral studies. Many of the remaining faculty have master’s degrees. A number of faculty have doctoral or masters degrees related to Aboriginal education and Aboriginal language education. Ten faculty members have appropriate qualifications for teaching in an Aboriginal Program.

Current faculty members have appropriate academic qualifications to teach such courses as Education and Schooling and Educational Psychology and Special Education in the new Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) Program. Additional sessional instructors will be required to teach the Ojibwe-specific courses in this program. Fluency in the Ojibwe language and experience teaching Ojibwe in Ontario schools will be required of these instructors.

All faculty members are qualified teachers with substantial classroom experience as the Faculty of Education requires faculty to have an established career in the teaching profession prior to coming to the faculty. The majority of faculty in the Multi-Session Aboriginal Teacher Certification Program are of Aboriginal descent and have extensive background in teaching Aboriginal children and adults.

There is a pool of potential faculty with appropriate experience in the field of education to teach in the new Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) Program. The new Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) Program will require instructors for such courses as Ojibwe Language, Ojibwe Methodology, Technology and Learning Materials for Ojibwe, the Ojibwe Curriculum and Team Teaching. These instructors must be experienced teachers of Ojibwe who speak fluent Ojibwe in the dialect(s) of their students.

In the Multi-Session Aboriginal Teacher Certification Program, the majority of instructors are of Aboriginal descent. There is a pool of linguists on staff at the Faculty of Education that can teach in the Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) Program The faculty intends that the majority of instructors in the Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) Program will be Aboriginal people with extensive backgrounds in teaching Native children and adults.

At the time of the review, all of the faculty and sessional instructors had not yet been hired or assigned to teach in the new Multi-Session Teacher of Native Language as a Second Language: Algonquin (Ojibwe) Program. The Accreditation Committee was unable to examine the curriculum vitae or other documentation to determine that those teaching in the program are an appropriate combination that fully satisfies requirement 12.

Conclusion

Based upon the information provided for the Accreditation Committee to consider, it finds that Requirement 12 is fully satisfied for the Consecutive, Concurrent and Multi-Session Aboriginal Teacher Certification programs of professional education. The Accreditation Committee finds that Requirement 12 is substantially satisfied for the new Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) Program of professional education.  

Reasons for Conclusion

The Accreditation Committee accepts that the Faculty of Education at Nipissing University intends to ensure that the new Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) Program of professional education satisfies Requirement 12. Fully satisfying this requirement is contingent upon the Accreditation Committee examining acceptable documentation, such as faculty academic profiles, to verify 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 new 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 Faculty of Education at Nipissing University maintains adequate internal controls to preserve the integrity of student records relating to their programs of professional education.

The Office of the Registrar at Nipissing University is responsible for admissions, and for maintaining student records in accordance with policies approved by the Nipissing University Senate. A commercial registration system called Datatel is used by the University. The University is committed to protecting the confidentiality of the information contained in the records of students. Unless compelled to do so by law, or authorized by the teacher candidate in writing, the University will not disclose the contents of candidate records to any party outside the University. 

Conclusion

Based upon the information provided for the Accreditation Committee to consider, it finds that Requirement 13 is fully satisfied for the Consecutive, Concurrent, Multi-Session Aboriginal Teacher Certification and the new Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) programs of professional education.

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 Faculty of Education at Nipissing University is committed to continuous improvement and quality assurance in the Consecutive, Concurrent, Multi-Session Aboriginal Teacher Certification and the new Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) programs, and where the programs are existing programs has implemented measures demonstrating that commitment.

The Faculty of Education has multiple procedures in place for both internal and external reviews. Course evaluations serve as individualized feedback to instructors, allowing them to gather feedback from teacher candidates and make adjustments where appropriate. Instructors participate in informal discussions and reviews of the programs. As well, external reviews are conducted periodically, such as those conducted by the Undergraduate Program Review and Audit Committee. Internal program evaluations are obtained through questionnaires administered in such a way as to afford all the candidates in a given program a reasonable chance to respond.

Faculty members review their courses for consistency with relevant research and the Foundations of Professional Practice. Each division (primary/junior, junior/intermediate, intermediate/senior) participates in meetings, where the review of program is discussed and the minutes are reviewed in order to improve program.

Collegial planning by stakeholders leads to the improvement of all programs. This includes dialogue with associate teachers, feedback from faculty advisors, support staff and librarians and teacher candidates.

The new Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) rogram builds on the Faculty of Education and Nipissing University’s long standing tradition of responding to recommendations and advice from First Nation Communities. The request for this program was endorsed by Nipissing University’s Aboriginal Council on Education and by the Nipissing First Nation.

Conclusion

Based upon the information provided for the Accreditation Committee to consider, it finds that Requirement 14 is fully satisfied for the Consecutive, Concurrent, Multi-Session Aboriginal Teacher Certification and the new Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) programs of professional education.

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 Faculty of Education at Nipissing University has a Teacher Education Advisory Council (TEAC) that functions in an advisory capacity in relation to the programs of professional education.

A Teacher Education Advisory Committee (TEAC) exists for all programs in the Faculty of Education, Nipissing University and is composed of representatives from the Faculty of Education, the Ministry of Education, the Near North District School Board, the Nipissing-Parry Sound Catholic District School Board, and local teacher federations. The TEAC functions in an advisory or liaison capacity.

The Chief of Nipissing First Nation and representatives from First Nation communities noted that the Teacher of Native Language as a Second Language program is a result of a request from the local community in order to meet the demand in the area for Native language speakers.

Conclusion

Based upon the information provided for the Accreditation Committee to consider, it finds that Requirement 15 is fully satisfied for the Consecutive, Concurrent, Multi-Session Aboriginal Teacher Certification and the new Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) programs of professional education.


Decision of the Accreditation Committee

Consecutive Program of Professional Education

For the reasons set out above, the Accreditation Committee finds that the Consecutive Program of Professional Education offered by the Faculty of Education at Nipissing University, leading to a Bachelor of Education degree, and including a concentrated study of the Primary/Junior, Junior/Intermediate and Intermediate/Senior divisions, fully satisfies the requirements of Regulation 347/02, Accreditation of Teacher Education Programs.

Concurrent Program of Professional Education

For the reasons set out above, the Accreditation Committee finds that the Concurrent Program of Professional Education offered by the Faculty of Education at Nipissing University, leading to a Bachelor of Education degree, and including a concentrated study of the Primary/Junior and Junior/Intermediate divisions, fully satisfies the requirements of Regulation 347/02, Accreditation of Teacher Education Programs.

Multi-Session Aboriginal Teacher Certification Program

For the reasons set out above, the Accreditation Committee finds that the Multi-session Aboriginal Teacher Certification Program of Professional Education offered by the Faculty of Education at Nipissing University, leading to a Diploma, fully satisfies the requirements of Regulation 347/02, Accreditation of Teacher Education Programs.

The Accreditation Committee grants general accreditation for a period of seven years to the Consecutive and Concurrent Programs of Professional Education, and the Multi-session Aboriginal Teacher Certification Program (June 23, 2016) or such shorter period of time as may be requested by the Faculty of Education at Nipissing University or agreed to by the Accreditation Committee and the Faculty of Education at Nipissing University.

Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) Program

For the reasons set out above, the Accreditation Committee finds that the new Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) Program to be offered by the Faculty of Education at Nipissing University, leading to a Diploma, 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 two years (June 23, 2011) or the period of time ending on the graduation of the second class of teacher candidates enrolled in the program, whichever is the longer period of time, but not to exceed three years. (June 23, 2012).

The accreditation of the new Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) Program is subject to the following conditions:

  1. That the Dean of the Faculty of Education at Nipissing University submit finalized course outlines for the new Multi-Session Teacher of Native Language as a Second Language: Algonquian (Ojibwe) Program, or other acceptable evidence, for the Accreditation Committee to verify that Requirements 4 and 5 have been fully satisfied.

  2. That the Dean of the Faculty of Education at Nipissing University submit additional information acceptable to the Accreditation Committee that faculty and sessional instructors with appropriate qualifications have been hired for, or assigned to, the new Multi-Session Teacher of Native Language Second Language: Algonquian (Ojibwe) Program.

    Appropriate documentation may include a summary of the qualifications and experience of the faculty and sessional instructors hired for, or assigned to, the new Multi-Session Teacher of Native Language Second Language: Algonquian (Ojibwe) Program, as well as faculty profiles or curriculum vitae.

    Once the Faculty of Education at Nipissing 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 Dean of the Faculty 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 23, 2009


Amendment to Expiry Date

On October 24, 2011, the Accreditation Committee and the Faculty of Education at Nipissing University agreed to extend the initial accreditation period for the Multi-session Teacher of Native Languages as a Second Language: Algonquian (Ojibwe) program to June 23, 2013 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
October 24, 2011

Pursuant to Section 15.(2)(0.a) of the Accreditation Regulation, the Accreditation Committee granted a one year extension of general accreditation for these programs until June 23, 2017. This extension provides additional time for the Schulich School of Education to implement the enhanced teacher education program required in September 2015.

The Accreditation Committee also extended the timelines for satisfying the conditions of accreditation by one year.

Accreditation Committee
Ontario College of Teachers

August 27, 2014


Removal of Conditions

At its October 2, 2012 meeting, the Accreditation Committee issued a decision to remove the accreditation conditions on the Multi-session Teacher of Native Languages as a Second Language: Algonquian (Ojibwe) Program, now known as the Teacher of Anishnaabemowin as a Second Language program (TASL). In making its decision, the Accreditation Committee considered information from the annual reports submitted to the committee, including all finalized course outlines for the program and the curriculum vitae of the faculty and sessional instructors teaching the program.


Decision Regarding the Enhanced Teacher Education Program Verification Report

Read the Full Decision

Confirmation of Accreditation

The Accreditation Committee finds that the following programs of professional education offered by the Schulich School of Education, Nipissing University fully satisfy the accreditation requirements of Regulation 347/02, Accreditation of Teacher Education Programs as they read on September 1, 2015:

  • Consecutive program of professional education with areas of study in the Primary/Junior, Junior/Intermediate and Intermediate/Senior divisions, leading to a Bachelor of Education
  • Concurrent program of professional education with areas of study in the Primary/Junior and Junior/Intermediate divisions, leading to a Bachelor of Education degree
  • Multi-session consecutive program of professional education for persons of First Nations, Métis or Inuit ancestry with areas of study in the Primary/Junior divisions, leading to a Bachelor of Education degree or certificate (“Aboriginal Teacher Certification Program” or ATCP)
  • Multi-session consecutive program of professional education with an area of study in teaching Native Languages, leading to a Diploma in Education (known as “Teacher of Anishnaabemwin as a Second Language program” or TASL)

The Accreditation Committee confirms general accreditation of these programs to continue until June 23, 2017.

Accreditation Committee
Ontario College of Teachers

April 8, 2016


Change Decision for the Concurrent Program

Read the Full Decision

The Accreditation Committee confirms that the following program, as modified, continues to qualify for general accreditation without conditions until the existing expiry date of June 23, 2017 or for an amended period of time that is in accordance with Section 15 of Regulation 347/02, Accreditation of Teacher Education Programs:

  • Concurrent program of professional education with areas of study in the Primary/Junior, Junior/Intermediate and Intermediate/Senior divisions, leading to a Bachelor of Education degree

Accreditation Committee
Ontario College of Teachers
June 1, 2016

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