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Accreditation Committee Decision

Proposed Consecutive Program of Professional Education for the Primary/Junior and Junior/Intermediate Divisions


Decision of the Accreditation Committee regarding the Consecutive Program of Professional Education for the Primary/Junior and Junior/Intermediate Divisions proposed to be offered by the Faculty of Education at Tyndale University College

Introduction

The Faculty of Education at Tyndale University College submitted an application on April 23, 2007 for initial accreditation of the following consecutive program of professional education:

  • Program of Professional Education for Teachers, with concentrations in the Primary/Junior and Junior/Intermediate Divisions, leading to a Bachelor of Education Degree

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

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

The six-person panel was comprised of four members of Council, three of whom were also members of the Accreditation Committee, a member of the College who was not a member of Council, and a person nominated by the Faculty of Education at Tyndale University College.

In carrying out its duties, the panel reviewed documentation provided by Tyndale University College and conducted an on-site review which included an examination of artefacts, interviews with stakeholder representatives and a review of resources. The review took place July 9 -13, 2007. There were no submissions from the public.

The Accreditation Committee, by virtue of the authority granted under the Ontario College of Teachers Act, 1996,and Regulation 347/02, Accreditation of Teacher Education Programs, set out to determine if the program of professional education proposed to be offered by Tyndale University College qualified for initial accreditation by satisfying the 15 requirements of Regulation 347/02.

In making its decision, the Accreditation Committee considered the Final Report of the Accreditation Panel, the response of the Faculty of Education, Tyndale University College dated August 9, 2007 to the panel’s draft report, and regulatory requirements of Regulation 347/02, Accreditation of Teacher Education Programs, and Regulation 184/97, Teachers’ Qualifications. Based on its review of this information, the Accreditation Committee decides the following.


Accreditation of Programs of Professional Education

Requirement 1

The provider of the program is a permitted institution.

Findings

The Ministry of Training, Colleges and Universities granted consent on December 22, 2006 for Tyndale University College & Seminary (Tyndale) to offer a Bachelor of Education (Primary/Junior and Junior/Intermediate) in Ontario under the Post-secondary Education Choice and Excellence Act, 2000. Consent was granted for a period of five years, subject to the initial accreditation of the program by the Ontario College of Teachers.

Conclusion

Given the decision of the Accreditation Committee stated herein, Requirement 1 is fully satisfied.

Requirement 2

The program has a clearly delineated conceptual framework.

Findings

The conceptual framework consists of five strands: concept, content, context, colloquia, and practica, around which the program is organized and through which the themes of reflective practice, professionalism, social justice, diversity, equity, and service are infused. The strands are built on the foundations of a faith-based perspective.

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 documentation evidenced multiple opportunities for the study of the Standards of Practice for the Teaching Profession and the Ethical Standards for the Teaching Profession. Throughout the program, candidates gather artefacts that illustrate their understanding of the Standards.

The Self Appraisal submitted in Tyndale University College’s application for initial accreditation demonstrates the program’s consistency with current research in education. Current research informs course content, course structure and the overall conceptual framework of the program. The Faculty’s commitment to current research in teacher education is evident in assessment techniques, differentiated instruction, and professional learning communities.

A variety of strategies will be employed throughout the entire program to ensure the interface between theory and practice. Course outlines for the professional seminar, the colloquia strand and all the courses in the content strand offer candidates the opportunity to investigate the interface between theory and practice.

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

Course outlines for all Concept, Content and Context Courses, as well as the Colloquia experiences, reference current research and use current planning, teaching, and assessment and evaluation methods. Print and media resources are recent publications within the last seven to ten years. The program content represents a sufficiently wide knowledge base.

Most courses and candidate experiences reference the Ontario curriculum. Some courses, however, notably ones which span the Primary, Junior and Intermediate divisions, do not adequately reference the Ontario curriculum. There was insufficient evidence of the required curriculum references in methodology across all grades, particularly for Kindergarten and Grades nine and ten.

Conclusion

Requirement 4 is substantially satisfied, but not fully satisfied.

Reasons for Conclusion

Fully satisfying this requirement is contingent upon the Accreditation Committee examining revised course content for each of the required courses in the content strand of the program, as evidenced in revised course outlines or other acceptable documents, and being satisfied that they provide adequate support for Kindergarten and Grades 9 and 10.

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

Documentation and interviews confirmed that the course content of the program is appropriate for the application of theory in practice.

The methods courses provide the foundational knowledge and skills to effectively implement the curriculum in the Primary, Junior and Intermediate divisions.

The course content of the program aligns with the design and the conceptual framework, and further, reflects the overall mission and five strand design of the program.

Conclusion

Requirement 5 is fully satisfied.

Requirement 6

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

Findings

The documentation contains evidence that the proposed program’s format and structure are appropriate for the course content.

The design of the program, in terms of the sequence, combination, weighting, scheduling of courses and practica, is appropriate in relation to the timing of the theory, foundation and methods courses, and the timing of practicum experiences. The format and structure reflect the overall mission statement and the conceptual framework of the five strand design of the program.

The methods course outlines did not reference sufficient lists of resources or show sufficient methodology to support Kindergarten and Grades 9 and 10.

Conclusion

Requirement 6 is substantially satisfied, but not fully satisfied.

Reasons for Conclusion

Fully satisfying this requirement is contingent upon the Accreditation Committee examining revised course content, as evidenced in revised course outlines or other acceptable documents, and being satisfied that they provide adequate support for Kindergarten and Grades 9 and 10.

Requirement 7

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

Findings

The documentation contains evidence that teacher candidates are assessed in a variety of ways within each course and across courses. The Program Progress Cumulative Report Form indicates that candidates will be informed of their progress seven times over the duration of the program. During their practicum experiences, candidates will be assessed on multiple dimensions of their performance within school settings. Faculty Advisors will provide formal assessment of candidates’ practicum progress for all three practicum placements.

Conclusion

Requirement 7 is fully satisfied.

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 theirpracticum.
  5. A faculty member is appointed as an advisor for each student.

Findings

The documentation states that teacher candidates will have 27 days of observation and 75 days of practice teaching broken into three practicum sessions. It is the intention that the first two practicum sessions occur in the public schools of the partner boards. The third practicum session may be in an alternate setting.

Students have an opportunity to complete a practicum in the Primary and Junior, or Junior and Intermediate divisions, based on their program of study.

The documentation includes the proposed experience qualifications for the teacher advisors who will supervise and assess teacher candidates. Interviews confirmed that experienced teachers will be in place to be teacher advisors.

It is the stated and documented intention that each faculty advisor will be assigned to supervise seven to ten teacher candidates.

Conclusion

Requirement 8 is fully satisfied.

Requirement 9

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

Findings

Promotion and graduation requirement policies include a statement that candidates must complete all practicum requirements in order to graduate. Supports will be provided for teacher candidates who struggle with the practicum.

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

Method course outlines in the program were found to be appropriate for grades 1 through 8, but did not show particular attention to methodology related to Kindergarten, and Grades 9 and 10.

Conclusion

Requirement 10 is substantially satisfied, but not fully satisfied.

Reasons for Conclusion

Fully satisfying this requirement is contingent upon the Accreditation Committee examining revised content for the method courses in the program, as evidenced in revised course outlines or other acceptable documents, and being satisfied that they provide appropriate support for teaching Kindergarten and Grades 9 and 10.

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 submitted application and Self-Appraisaldocument contain evidence that the proposed program has teaching theory and foundation which include courses on human development and learning, and on legislation and government policies relating to education. The courses, The Developing Learner and The Education Act and Ethical Standards for the Teaching Profession, are required courses for all teacher candidates.

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

It is the stated and documented intention that Tyndale University will hire faculty and adjunct instructors with appropriate academic qualifications, appropriate experience in education, and expertise in the divisions and components of the program.

Conclusion

Requirement 12 is substantially satisfied, but not fully satisfied.

Reasons for Conclusion

Fully satisfying this requirement is contingent upon the Accreditation Committee examining the qualifications and experience of the full-time and part-time faculty hired to teach the program, such as faculty academic profiles or other acceptable information, and being satisfied that the faculty has the appropriate qualifications for the program requirements.

Requirement 13

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

Findings

Multiple methods are used to ensure records are stored securely. The University employs a computer software package to maintain internal controls security. Tyndale is a member of the Association of Education Registrars of Ontario Universities (AEROU) and adheres to its established protocols. Tyndale complies with the provisions of the Personal Information Protection and Electronic Documents Act (PIPEDA).

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

The committee is satisfied that the Tyndale University College will carry out its documented policies on periodic academic program review, annual faculty evaluation review, and student feedback and evaluation. The institution is committed to continuous improvement and quality assurance of the program.

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

Tyndale University College plans to establish a Teacher Education Advisory Committee (TEAC). The terms of reference for this committee are provided and show that the committee will function in an advisory and liaison capacity in relation to the program. The members of the advisory committee will represent a broad spectrum of education stakeholders.

Conclusion

Requirement 15 is substantially satisfied, but not fully satisfied.

Reasons for Conclusion

Fully satisfying this requirement is contingent upon the Accreditation Committee examining evidence of a functioning TEAC, such as minutes from meetings or other acceptable information, and being satisfied that the TEAC acts in an advisory or liaison role to the program.


Decision of the Accreditation Committee

For the reasons set out above, the Accreditation Committee finds that the consecutive Program of Professional Education for the Primary/Junior and Junior/Intermediate divisions, proposed to be offered by the Faculty of Education, Tyndale University College, substantially satisfies the requirements of Regulation 347/02, Accreditation of Teacher Education Programs, and grants initial accreditation with conditions as noted below, for a period of two years (August 30, 2009) or the period of time ending on the graduation of the second class of students enrolled in the program, whichever is the longer period of time, not to exceed three years (August 30, 2010).

To be subject to the following conditions:

  1. The Dean of the proposed program submit additional information acceptable to the Accreditation Committee of the course content for each of the required courses in the Content Strand of the program, such as course outlines. Once the Faculty of Education at Tyndale University College provides information that the Accreditation Committee finds to be acceptable evidence, Requirements 4, 6, and 10 will have been fully satisfied.

  2. The Dean of the proposed program submit additional information acceptable to the Accreditation Committee of the qualifications and experience of the full-time and part-time faculty hired to teach the program, such as faculty academic profiles. Once the Faculty of Education at Tyndale University College provides information that the Accreditation Committee finds to be acceptable evidence, Requirement 12 will have been fully satisfied.

  3. The Dean of the proposed program submit additional information acceptable to the Accreditation Committee of a functioning TEAC with an advisory or liaison capacity to the program, such as minutes of the meeting. Once the Faculty of Education at Tyndale University College provides information that the Accreditation Committee finds to be acceptable evidence, Requirement 15 will have been fully satisfied.

In accordance with Section 16. (1) of Regulation 347, Accreditation of Teacher Education Programs, the Dean of the proposed program shall,

  1. submit a plan to the Accreditation Committee within six months after receiving the decision, outlining the proposed methods and estimated time for satisfying the conditions; and

  2. report annually to the Accreditation Committee on the progress in satisfying the conditions.

Accreditation Committee
Ontario College of Teachers
August 30, 2007


Removal of Conditions

At its April 4, 2008 meeting, the Accreditation Committee reviewed information submitted on February 11, 2008 by the Academic Dean of the Faculty of Education at Tyndale University College to demonstrate that Condition #3 had been fully satisfied. The Committee examined the following documents as part of its review: the names and qualification of members of a Teacher Education Advisory Committee (TEAC) established on October 3, 2007; minutes from two TEAC meetings; and the terms of reference adopted by the TEAC on January 23, 2008.

In accordance with Section 16(2) of Regulation 347/02, Accreditation of Teacher Education Programs, the Committee determined that Requirement #15 is now fully satisfied and issued an order to remove Condition #3 from the initial accreditation of the consecutive program of professional education.

The Accreditation Committee issued an order to remove the remaining two conditions of initial accreditation at its meeting on November 13, 2008. The Committee determined that the information submitted by the Department of Education at Tyndale University College in their annual report and presented to the Accreditation Committee was evidence that Requirements #4, #6, #10 and #12 are now fully satisfied. The Accreditation Committee reviewed documents that included the course outlines for the program and the curriculum vitae for the faculty teaching in the program.

Accreditation Committee
Ontario College of Teachers
April 4, 2008


Amendment to Expiry Date

On June 23, 2009, the Accreditation Committee and the Faculty of Education at Tyndale University College agreed to extend the initial accreditation period for this program of professional education to July 31, 2011 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
June 23, 2009

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