Accreditation Committee Decision
University of Ottawa – French-language Programs
Introduction
Application For General Accreditation of the Multi-Session, Consecutive Program of Professional Education (French-Language, En Mode Alternatif), Leading to a Bachelor of Education Degree, and Concentrating in the Primary/Junior and Junior/Intermediate Divisions.
The Faculty of Education at the University of Ottawa submitted an application on February 28, 2007 for general accreditation of the following program of professional education:
- Multi-Session, Consecutive Program of Professional Education (French-Language, En Mode Alternatif), Leading to a Bachelor of Education Degree, and Concentrating in the Primary/Junior and Junior/Intermediate Divisions.
In accordance with Regulation 347/02, Accreditation of Teacher Education Programs, the Accreditation Committee appointed a 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 general accreditation of the aforementioned program of professional education offered by the Faculty of Education at the University of Ottawa.
The six-person panel was comprised of three members of Council, two of whom were also members of the Accreditation Committee and one of whom was appointed to Council by the Lieutenant Governor in Council, a person with expertise in teacher education, a Member of the College who was not a Member of Council, and a person nominated by the Faculty of Education at the University of Ottawa. All members of the panel were fluent in French and English.
The panel reviewed documentation provided by the Faculty of Education at the University of Ottawa and conducted an on-site review which included the examination of some artefacts, interviews with faculty members and stakeholder representatives, and a review of the resources at the facility. The review took place in Ottawa from November 25-30, 2007. The panel solicited additional information from the Faculty subsequent to the on-site visit to clarify and verify their factual findings.
The Accreditation Committee, by virtue of the authority granted under the Ontario College of Teachers Act, 1996 and pursuant to Regulation 347/02, Accreditation of Teacher Education Programs, set out to determine if the Multi-Session, Consecutive Program of Professional Education (French-Language, En Mode Alternatif) concentrating in the Primary/Junior and Junior/Intermediate Divisions offered by the Faculty of Education at the University of Ottawa qualified for general accreditation.
In making its final decision, the Accreditation Committee considered the Accreditation Panel Final Report dated October 27, 2008, the response to the Accreditation Panel Draft Report by the Director of Teacher Education at the University of Ottawa, dated September 24, 2008, and 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 November 14, 2008
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 Faculty of Education at the University of Ottawa is a permitted institution in accordance with Ontario Regulation 347/02.
Section 17 of The University of Ottawa Act, 1965, S.O. 1965 C.137 authorizes the University of Ottawa to create faculties and confer Bachelor degrees in all branches of learning appropriately conferred by a university.
Conclusion
Based upon the information provided for the Accreditation Committee to consider, it finds that Requirement 1 is fully satisfied.
Requirement 2
The program has a clearly delineated conceptual framework.
Findings
The evidence indicates that the program of professional education has a clearly delineated conceptual framework.
The Faculty of Education at the University of Ottawa clearly describes the conceptual framework for their teacher education program.
The structure of the program and the sequence and actual content of the courses reflect the various components of the program’s conceptual framework.
Conclusion
Based upon the information provided for the Accreditation Committee to consider, it finds that Requirement 2 is fully satisfied.
Requirement 3
The program is consistent with and reflects,
- 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 program of professional education 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 course outlines demonstrate the program’s consistency with the College’s Ethical Standards for the Teaching Profession and the Standards of Practice for the Teaching Profession. In addition, the detailed explanations in the course outlines show teacher candidates the links between the Standards and the course content.
Some of the full-time faculty members conduct research that complements the design and implementation of the program.
The integration of theory and practice is evident in the Information and Communication Technologies (ICT) built into the design and delivery of the courses in the program. The linkage of theory and practice is evident in the foundation and methods courses in the program.
Conclusion
Based upon the information provided for the Accreditation Committee to consider, it finds that Requirement 3 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
The evidence indicates that 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 programs.
The multi-session, alternative program design supports the current needs of the French-language district school boards experiencing a shortage of certified teachers and the needs of teacher candidates who are unable to enter a full-time teacher education program. The support of the staff at the Centre for e-Learning and its state-of-the-art equipment enable the distance education components of the program to remain current.
Explicit reference is made to the Ontario Curriculum in the teaching course syllabus.
The application documents refer on numerous occasions to research on teacher education. The faculty members and course outlines demonstrate the link between research and the teacher education program.
The program content is substantial, as confirmed by the course outlines and the evidence of teacher candidates and professors.
Conclusion
Based upon the information provided for the Accreditation Committee to consider, it finds that Requirement 4 is fully satisfied.
Requirement 5
The course content of the program includes theory, method and foundation courses and makes appropriate provision for the application of theory in practice.
Findings
The evidence indicates that the course content of the program includes theory, method and foundation courses and appropriate provision for the application of theory in practice.
The program offers theory or foundation courses in sufficient number and variety. The program includes course work on learning and evaluation processes, learning through information and communication technology, the Franco-Ontarian school system and managing individual differences.
The program includes a number and variety of method courses.
Teacher candidates have opportunities to apply theory in the two six-week, in-school practica in the program. Each practicum includes a compulsory integration seminar class to further support the application of theory in practice.
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 program’s format and structure are appropriate for the course content.
The program design requires multiple sessions and an alternative format and structure that enables teacher candidates employed by school boards to complete course work while continuing to teach.
For the 2007-2009 cohort, the program begins in the summer with three theory/ foundation courses considered prerequisites for classroom teaching. The program continues with a teaching course in the fall, followed by the first six-week practicum and a second teaching course in the winter. Two additional teaching courses and one foundation course are offered during the second summer. The program ends with a teaching course in the fall, followed by the second six-week practicum and a final teaching course in the winter.
The program includes “multimode” courses delivered using a variety of information and communication technologies, including synchronous videoconferencing, chat groups, sound-boarding and e-mail discussions. Each course includes 39 hours of instruction and 125 hours of work from teacher candidates.
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
In principle, there is provision for assessment of teacher candidate progress. The Accreditation Committee did not have sufficient evidence to validate that teacher candidates are informed of their progress on an ongoing basis throughout the program.
The faculty and practicum co-ordinator indicate that a process for feedback to teacher candidates is in place. However, teacher candidates and graduates indicate some deficiency in the availability of feedback on progress from their point of view.
Although there is a platform to enable online feedback, some teacher candidates report that feedback from some instructors is substantially delayed. Candidates assigned principals as associate teachers state that there were few opportunities for interaction and progress reports throughout the practicum.
Conclusion
Based upon the information provided for the Accreditation Committee to consider, it finds that Requirement 7 is substantially satisfied.
Reasons for the Conclusion
The Accreditation Committee was not satisfied that all teacher candidates consistently receive sufficient feedback throughout their course work and practica. The Accreditation Committee accepts the interview evidence presented which indicates some concern in these areas, particularly when a practicing principal is assigned to assess and supervise the practica.
Fully satisfying this requirement is contingent upon the Accreditation Committee receiving acceptable evidence that teacher candidates in the program are informed on an ongoing basis as to their progress in coursework and practica. Substantiating information could be reflected in the results of student surveys, course evaluations, formative practicum reports and documented policy changes that address the concerns.
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:
- 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 component of the program satisfies some, but not all, of the regulatory requirements.
- The practicum 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.
The program includes two practica, each lasting 30 workdays. This exceeds the requirement prescribed in Regulation 184/97 for the program to include a minimum of 40 days of observation and practice teaching.
The Accreditation Committee acknowledges that the Faculty of Education at the University of Ottawa endeavours to comply with the requirement to enable every teacher candidate to participate in a practicum related to each division in the program. However, interview evidence indicates that some teacher candidates do not complete a practicum in both of the divisions for the areas of concentration in their program. In the Faculty’s response to the accreditation panel Draft Report, the program director confirms the challenge for candidates who are teaching to complete a second practicum outside of their classroom of responsibility. The director also confirms that candidates may be placed in a different grade of the same division, if they cannot be placed in each of the required divisions.
Although the Faculty of Education has a policy which requires that an experienced associate teacher supervises and assesses the practicum using the university’s evaluation forms, evidence from the interviews revealed some inconsistency and confusion in the assessment process. Sometimes, the Teacher Performance Appraisal report, supplied by the school board employer, was submitted to the Faculty of Education in lieu of the University’s practicum evaluation report.
A faculty member is always assigned to each teacher candidate as an advisor.
Conclusion
Based upon the information provided for the Accreditation Committee to consider, it finds that Requirement 8 is substantially satisfied.
Reasons for Conclusion
The Accreditation Committee concludes that the program satisfies some, but not all, of the regulatory requirements for the practicum component of the program.
The Accreditation Committee accepts the findings presented as evidence that not every candidate was able to participate in settings related to each division as is required in regulation. There is also precedent by the Accreditation Committee for programs of professional education to satisfy the requirement to complete a practicum in each division, even when the program is designed for candidates who may have full-time teaching responsibilities.
Further, there is evidence that the faculty’s prescribed forms for the assessment of the practicum are not always completed and submitted by the associate teachers supervising the practicum. In some cases, the Teacher Performance Appraisal report, supplied by the school board employer, is used.
Fully satisfying this requirement is contingent upon the Accreditation Committee receiving acceptable evidence that the program satisfies all of the regulatory requirements for the practicum component. This includes providing information acceptable to the Accreditation Committee that all teacher candidates have the opportunity to complete a practicum experience in both divisions for the areas of concentration in the program, as may be reflected in a list of the practicum placements, and samples of completed practicum evaluation forms with private identifications removed. This also includes providing information acceptable to the Accreditation Committee that all practica are assessed in accordance with the criteria developed by the faculty, as may be reflected in a written confirmation from the director.
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 program.
Conclusion
Based upon the information provided for the Accreditation Committee to consider, it finds that Requirement 9 is fully satisfied.
Requirement 10
The teaching method courses in the program are appropriate in relation to the divisions to which they relate.
Findings
The evidence indicates that the teaching method courses are appropriate in relation to the Primary/Junior and Junior/Intermediate Divisions.
The teaching courses correspond to specific divisions (Primary/Junior and Junior/Intermediate) and the mandatory courses reflect the Ontario Curriculum required to be taught and assessed in those divisions.
Conclusion
Based upon the information provided for the Accreditation Committee to consider, it finds that Requirement 10 is fully satisfied.
Requirement 11
The teaching theory and foundation courses in the program include courses on human development and learning and on the legislation and government policies relating to education.
Findings
The evidence indicates that the teaching theory and foundation courses in the program include content on human development and learning and on legislation and government policies relating to education.
The program includes courses that contain content directly addressing human development and learning theory. The program also includes a course on the Franco-Ontarian school system that focuses on the legislation and government policies relating to education in Ontario.
All the teaching courses in the program reflect the Ontario Curriculum.
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
The evidence indicates that the faculty members teaching in 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.
The faculty members have academic qualifications that include Bachelor of Education degrees, Master of Education degrees and doctoral degrees in education.
The faculty include persons with teaching experience in the elementary and secondary divisions and those with experience and expertise in various fields of educations.
Conclusion
Based upon the information provided for the Accreditation Committee to consider, it finds that Requirement 12 is fully satisfied.
Requirement 13
The permitted institution maintains adequate internal controls to preserve the integrity of student records relating to the program.
Findings
The evidence indicates that the Faculty of Education and the University of Ottawa maintain adequate internal controls to preserve the integrity of student records relating to the program.
The University is committed to the federal Privacy Act (R.S.C. 1985, c. P-21) and has appointed a commissioner to enforce the provisions of the Act.
The University has policies and security resources that restrict access to student records.
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 Faculty of Education at the University of Ottawa is committed to continuous improvement and quality assurance of the program and has implemented measures demonstrating that commitment.
The institution employs a range of program evaluation methods and implements changes to the program based on the results.
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 Faculty of Education at the University of Ottawa has a Teacher Education Advisory Council (TEAC) that functions in an advisory capacity in relation to the program.
The program has advisory committees that make recommendations to the main Faculty of Education program and each of the off-site campuses.
Conclusion
Based upon the information provided for the Accreditation Committee to consider, it finds that Requirement 15 is fully satisfied.
Decision of the Accreditation Committee
For the reasons set out above, the Accreditation Committee finds that the multi-session, consecutive program of professional education in the French-language, concentrating on the Primary/Junior and Junior/Intermediate Divisions and leading to a Bachelor of Education, as offered by the Faculty of Education at Université d’Ottawa in the alternative mode, substantially satisfies the requirements of Regulation 347/02, Accreditation of Teacher Education Programs.
The Accreditation Committee grants general accreditation with conditions as noted below for a period of five years (November 14, 2013) or such shorter period of time as may be requested by the Faculty of Education at Université d’Ottawa.
The general accreditation of the aforementioned program is subject to the following conditions concerning Requirements #7 and #8:
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The Dean of the Faculty of Education at Université d’Ottawa submit additional information acceptable to the Accreditation Committee that students are informed on an ongoing basis as to their progress in coursework and practica, such as results of student surveys, course evaluations, formative practicum reports and documented policy changes.
Once the Faculty of Education at Université d’Ottawa provides information that the Accreditation Committee finds to be acceptable evidence, Requirement 7 will have been fully satisfied.
-
The Dean of the Faculty of Education at Université d’Ottawa submit:
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additional information acceptable to the Accreditation Committee that all teacher candidates successfully complete a practicum experience in both divisions, such as a list showing the division of the practicum placements successfully completed by each candidate to be recommended to the Ontario College of Teachers for certification.
- additional information acceptable to the Accreditation Committee that all practica are assessed in accordance with the criteria developed by the faculty, such as written communication from the Dean of the Faculty of Education confirming that this has occurred.
Once the Faculty of Education at Université d’Ottawa provides information that the Accreditation Committee finds to be acceptable evidence, Requirement 8 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
November 14, 2008
Amendment to Expiry Date
In accordance with the May 1, 2009 amendment to the accreditation period for programs of professional education in the Accreditation Regulation, the expiry date for this program is amended to July 28, 2011.
Regulation 347/02, Accreditation of Teacher Education Programs
May 1, 2009
On June 23, 2009, the Accreditation Committee and the Faculty of Education at the University of Ottawa agreed to extend the general accreditation period for this program to July 28, 2012 to enable all accredited programs at the institution to have a harmonized expiry date.
Accreditation Committee
Ontario College of Teachers
June 23, 2009
Removal of Conditions
At its June 28, 2011 meeting, the Accreditation Committee considered a request submitted by the Faculté d’éducation, Université d’Ottawa to remove the conditions on the multi-session consecutive program of professional education with areas of study in the Primary/Junior and Junior/Intermediate divisions. The programs leads to a Bachelor of Education degree and is offered in the French-language, alternative mode. In making its decision, the Accreditation Committee considered documentation and supplementary informationprovided by the faculty to demonstrate their action to satisfy the conditions and presentations to the committee by the faculty and staff.
In accordance with Section 16 (2) of Regulation 347/02, Accreditation of Teacher Education Programs, the Committee issued an order to remove the accreditation condition related to Requirement 8 after determining that teacher candidates successfully complete a practicum experience in both divisions. The condition related to Requirement 7 is retained at this time.
At its February 29, 2012 meeting, the Accreditation Committee removed the remaining condition related to Requirement 7. In making its decision, the Accreditation Committee considered the annual report and supplementary information submitted by the Faculté d’éducation, Université d’Ottawa to demonstrate that teacher candidates in the program are informed about their progress in coursework and practica on an ongoing basis.
