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Accreditation Committee Decision

Trent University — School of Education and Professional Learning Consecutive Program of Professional Education


Introduction

Decision of the Accreditation Committee regarding the Consecutive Program of Professional Education offered by Trent University's School of Education and Professional Learning

Trent University's School of Education and Professional Learning submitted an application in December 2004 for general accreditation of a Consecutive Program of Professional Education.

The Accreditation Committee appointed a panel:

  1. to conduct a review of the program,
  2. to act in an Advisory role
  3. to report to the Accreditation Committee on its findings and
  4. to make recommendations to the Accreditation Committee with respect to the accreditation of Trent University's School of Education and Professional Learning's Consecutive Program of Professional Education.

The panel included three members of Council who were also members of the Accreditation Committee (two of these members were appointed to the Council by the Lieutenant Governor in Council), a member of the College who was not a member of Council, a person nominated by the School of Education and Professional Learning and a person drawn from a roster who had expertise in teacher education program evaluation.

The panel reviewed documentation provided by the School of Education and Professional Learning, conducted an on-site review which included, an examination of the artifacts in the exhibit room, interviews with various stakeholders and a review of the facilities and resources. A member of the Institute of Catholic Education made a presentation to the panel. The on-site review occurred from April 18 to 22, 2005.

The Accreditation Committee, by virtue of the authority granted by the Ontario College of Teachers Act 1996 and Section 5 of Regulation 347/02, Accreditation of Teacher Education Programs set out to determine if Trent University's School of Education and Professional Learning's Consecutive Program of Professional Education, available in a one-year full-time or two-year part-time format, qualified for accreditation by satisfying the 15 requirements of Regulation 347/02.

The Accreditation Committee considered the Final Report of the accreditation panel, the response of the School of Education and Professional Learning, Trent University dated July 11, 2005 to the panel's draft report and regulatory requirements of Regulation 347/02, Accreditation of Teacher Education Programs, and Regulation 184/97, Teacher Qualifications. Based on its review of this information, the Accreditation Committee decides the following.


Accreditation Renewal of the Consecutive Program of Professional Education

Requirement 1

The provider of the program is a permitted institution.

Finding

The Trent University Act (1962-1963) outlines the purpose and function of the University and grants Trent University permission and authority to establish a School of Education and Professional Learning. Approval to deliver the B.Ed. program was granted by the Ministry of Training, Colleges and Universities in May, 2002.

Conclusion

Requirement 1 is fully satisfied.

Requirement 2

The program has a clearly delineated conceptual framework.

Findings

The Conceptual Framework was outlined in the documentation found in the Exhibits Room and referred to during interviews with the Faculty. It consists of seven principles, which reflect the philosophical foundations on which the program is built.

Conclusion

Requirement 2 is fully satisfied.

Requirement 3

The program is consistent with and reflects,

  1. the College's “Standards of Practice for the Teaching Profession” and “the Ethical Standards for the Teaching Profession”,
  2. current research in teacher education, and
  3. the integration of theory and practice in teacher education.

Findings

The School of Education and Professional Learning's program and its common course framework are guided by the Standards of Practice for the Teaching Profession and The Ethical Standards for the Teaching Profession. Workshops and conferences hosted and/or attended by teacher candidates and faculty members are based on current research. Theory and practice are integrated by teacher candidates in their course work and practicum. Teacher candidates are required to include evidence of the application of theory to practice in their Professional Teaching Portfolios.

Conclusion

Requirement 3 is fully satisfied.

Requirement 4

The program curriculum is current, references the Ontario curriculum, includes the application of current research in teacher education and represents a wide knowledge base in the divisions and components of the program.

Findings

The Professional Teaching Portfolio and the Annual Learning Plan are evidence of current practice in action. Part-time teacher candidates are required to create Education Plans. The Exhibits Room provided examples of assignments based on current theories of brain development, multiple intelligences, and adolescent development. WebCT and other on-line technologies are being used.

The university recognizes the need to invest in new resources for the Consecutive Bachelor of Education program. Primary and Junior division kits in the library contain materials aligned with the Ontario curriculum. The course descriptions reference the Ontario curriculum documents and the Ontario Curriculum Unit Planner. The Ontario curriculum documents are provided to teacher candidates.

Conclusion

Requirement 4 is fully satisfied.

Requirement 5

The course content of the program includes theory, method and foundation courses and makes appropriate provision for the application of theory in practice.

Findings

Each course in the B.Ed. program is based on a common course framework and focuses on the integration of relevant theory and research.

One-half of the courses are foundation courses. Included are courses on human development and learning, and legislation and government policies related to education. The foundation courses for teacher candidates in the Catholic Stream focus on “The Historical, Legal and Social Context for Ontario Catholic Schools.”

Evaluation of teacher candidates' assignments reflects the integration of theory into practice in two ways: 1) rubrics to evaluate culminating activities and 2) use of Professional Teaching Portfolios. The practicum placements give teacher candidates the opportunity to apply the knowledge learned from their courses.

Conclusion

Requirement 5 is fully satisfied.

Requirement 6

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

Findings

The principles of the Conceptual Framework are embodied in the program's design. The common course framework endeavours to ensure consistency of research-informed content, teaching practices, and assessment. The Course Coordinator's role is intended to ensure consistency of course delivery. The main components of the program structure are foundation courses, curriculum methods courses, a practicum course and the practicum.

The structure of the two-year Part-time Program is designed to accommodate teacher candidates who have responsibilities to families and/or employers.

Conclusion

Requirement 6 is fully satisfied.

Requirement 7

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

Findings

There is ongoing assessment and feedback to teacher candidates on their progress. Teacher candidates are required to create a Professional Teaching Portfolio. They are given formative assessment and peer feedback on their portfolios in the practicum courses.

Conclusion

Requirement 7 is fully satisfied.

Requirement 8

The program includes a practicum that satisfies the requirements set out in Regulation 347/02, Subsection 9.(2). The requirements for the practicum portion of the program are as follows:

  1. The practicum must include observation and practice teaching in an instructional setting in schools or other situations that use the Ontario curriculum or in situations approved by the College.
  2. The practicum must be completed in accordance with the requirements of Ontario Regulation 184/97.
  3. The practicum enables every student to participate in settings related to each division and at least one of the subject areas of the program that are relevant to the student.
  4. An experienced teacher supervises the students and assesses their practicum.
  5. A faculty member is appointed as an advisor for each student.

Findings

The School of Education and Professional Learning, through the Practicum Office, partners mainly with three district school boards to place teacher candidates in their practicum.

The Practicum Handbook states that teacher candidates must also be provided with opportunity to observe. The teaching placements exceed the required 40 days as per Regulation 184/97, Teachers' Qualifications.

Teacher candidates are required to have practicum experience in both divisions in which they will be certified.

Associate Teachers are required to demonstrate a thorough knowledge of the Ontario curriculum and skills in effective teaching and assessment practices.

Faculty advisors supervise teacher candidates during the practicum placement; their roles and responsibilities are outlined in the Practicum Handbook.

Conclusion

Requirement 8 is fully satisfied.

Requirement 9

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

Findings

Teacher candidates must successfully complete four (4) practicum placements to meet the requirements for the Bachelor of Education degree.

Conclusion

Requirement 9 is fully satisfied.

Requirement 10

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

Findings

Teaching methods courses are appropriate to the related divisions.

Conclusion

Requirement 10 is fully satisfied.

Requirement 11

The teaching theory and foundation courses in the program include courses on human development and learning and on the legislation and government policies relating to education.

Findings

Theories of human development and learning, as well as legislation and government policies, are addressed within courses in all programs.

Conclusion

Requirement 11 is fully satisfied.

Requirement 12

The faculty members teaching the program are an appropriate combination of:

  1. persons with appropriate academic qualifications,
  2. practitioners with appropriate experience in the field of education, and
  3. persons with appropriate expertise in the divisions and components of the program.

Findings

The faculty members teaching the program possess an appropriate combination of academic qualifications, appropriate experience in the field of education and expertise in the divisions and components of the program.

Conclusion

Requirement 12 is fully satisfied.

Requirement 13

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

Findings

Trent University's Registrar complies with the policies of confidentiality and privacy. The Registrar maintains accurate records and appropriate documentation for all teacher candidates registered at the School of Education and Professional Learning. The Registrar reports enrolments and submits these reports to an external audit.

Conclusion

Requirement 13 is fully satisfied.

Requirement 14

The permitted institution is committed to continuous improvement and quality assurance of the program and, if the program is an existing program, has implemented measures demonstrating that commitment.

Findings

Trent University School of Education and Professional Learning has demonstrated commitment to continuous improvement and quality assurance of the program. Trent's structures include a regular review to ensure the quality of courses and the program. There is a detailed self-assessment completed by the Faculty and teacher candidates, which is evaluated by and reported on by an external reviewer.

Conclusion

Requirement 14 is fully satisfied.

Requirement 15

The program has a Teacher Education Advisory Committee or similar body that functions in an advisory or liaison capacity in relation to the program.

Findings

The program has a Teacher Education Advisory Committee comprised of 26 members that functions in both an advisory and liaison capacity in relation to the program. The Committee meets twice annually. A smaller steering committee meets more frequently.

Conclusion

Requirement 15 is fully satisfied.


Decision

For the reasons set out above, the Accreditation Committee finds that Trent University's School of Education and Professional Learning's Consecutive Program of Professional Education, available in a one-year full-time or two-year part-time format, satisfies the requirements of Regulation 347/02, Accreditation of Teacher Education Programs, and grants general accreditation for a period of five years (2010).

Accreditation Committee
Ontario College of Teachers
October 6, 2005


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 October 6, 2012.

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

On June 23, 2009, the Accreditation Committee and the School of Education and Professional Learning at Trent University agreed to extend the general accreditation period for this program of professional education to October 6, 2013 to more evenly distribute the accreditation reviews conducted by the Ontario College of Teachers.  

Accreditation Committee
Ontario College of Teachers
June 23, 2009

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