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Accreditation Committee Decision

Applications for Accreditation

Renewal of consecutive program of professional education with areas of study in the Primary/Junior and Junior/Intermediate divisions, leading to a BEd degree

Addition of focus in teaching French as a Second Language in the Primary/Junior divisions to the consecutive program of professional education


Decision of the Accreditation Committee Regarding the Applications for Accreditation Submitted by the Department of Education at Tyndale University College

Introduction

The Department of Education at Tyndale University College submitted the following applications for accreditation on March 7, 2011:

  • Renewal of consecutive program of professional education with areas of study in the Primary/Junior and Junior/Intermediate divisions, leading to a BEd degree
  • Addition of focus in teaching French as a Second Language in the Primary/Junior divisions to the consecutive program of professional education

The application for the addition of a focus in teaching French as a Second Language in the Primary/Junior divisions is based on an existing elective course currently offered in the program.

In accordance with Regulation 347/02, Accreditation of Teacher Education programs, the Accreditation Committee established an accreditation panel to:

  1. conduct a review of the aforementioned program of professional education on the direction of the Accreditation Committee; and
  2. 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 program reviewed.

The six-person accreditation panel met the requirements set out in Section 6 of the Accreditation Regulation and was comprised as follows:

  • three members of Council, one of whom was a member of the Accreditation Committee, and one of whom was an appointed member of Council
  • one College member who was not a Council member
  • a roster member with experience as an educator in a faculty of education
  • a person nominated by the Department of Education at Tyndale University College

In making its recommendations, the panel reviewed the application for accreditation and other documentation provided by the Department of Education at Tyndale University College. The on-site visit took place from May 8 – 13, 2011 and included an examination of print and virtual artifacts and program resources, facility tours, and interviews with faculty and other persons associated with the program.

The accreditation panel provided an opportunity for public submissions regarding the quality of the program under review. The Institute of Catholic Education and a private school principal provided submissions to the panel.

Following the review, the accreditation panel compiled a report of its findings and recommendations for the Accreditation Committee’s consideration.

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 in the application submitted by the Department of Education at Tyndale University College qualified for accreditation.

In making its decision, the Accreditation Committee considered the Accreditation Panel Final Report dated October 14, 2011, a response from the Program Director of the Bachelor of Education program to the panel’s draft report dated October 6, 2011, the Panel Chair’s presentation to the Accreditation Committee and the regulatory requirements of Regulation 347/02, Accreditation of Teacher Education Programs.


Decision of the Accreditation Committee at its Meeting of October 25, 2011

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 Tyndale University College is a permitted institution as defined in subsection 1.(1) of Regulation 347/02, Accreditation of Teacher Education Programs.

Tyndale University College & Seminary exists as an institution by an Act of the Ontario Legislature, Bill Pr12, An Act respecting Tyndale University College & Seminary, which received Royal Assent on June 13, 2005.

The Ministry of Training, Colleges and University (MTCU) provided consent to Tyndale University College under the Post-secondary Education Choice and Excellence Act, 2000 to offer a program of professional education leading to a Bachelor of Education degree with areas of study in the Primary/Junior and Junior/Intermediate divisions.

The program of professional teacher preparation is a program of Tyndale University College and falls within the Department of Education, which is accountable to the Dean of the University College.

Conclusion

Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 1 is fully satisfied for the consecutive program of professional education reviewed and the proposed addition.

Requirement 2

The program has a clearly delineated conceptual framework.

Findings

The evidence indicates that the Department of Education at Tyndale University College has a clearly delineated conceptual framework for the consecutive program of professional education reviewed and the proposed addition.

The conceptual framework is based on two central biblical commands: love God with our whole selves and love our neighbour as our selves. The conceptual framework is the basis for Tyndale’s Bachelor of Education program mission statement, which is to educate and equip graduates to teach with the utmost commitment to professionalism, collegiality, equity, service and excellence.

The conceptual framework is evident in numerous sources and locations. Library posters connect the five domains of professionalism, collegiality, equity, service and excellence to the two central Biblical commands. The conceptual framework is referenced in the Tyndale University College Academic Calendar and in resource materials such as the Practicum Handbook. Minutes of meetings confirm that the conceptual framework is discussed at Department of Education team meetings. The Program Director confirmed that the conceptual framework forms a component of the orientation for teacher candidates and faculty members.

The conceptual framework is informed by Hume’s model of differentiated instruction and by the work of other educational theorists such as Maudsley, Fullan and Palmer. Teacher candidates and alumni stated that the Hume Model of Differentiated Instruction was referenced and utilised throughout the program. Faculty members stated that the Ontario College of Teachers’ Standards of Practice and Ethical Standards are closely aligned with the conceptual framework of the program.

Conclusion

Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 2 is fully satisfied for the consecutive program of professional education reviewed and the proposed addition.

Requirement 3

The program is consistent with and reflects

i) the College’s “Standards of Practice for the Teaching Profession” and the “Ethical Standards for the Teaching Profession”,
ii)
current research in teacher education, and
iii)
the integration of theory and practice in teacher education.

Findings

The evidence indicates that the consecutive program of professional education reviewed and the proposed addition 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.

The Standards of Practice and Ethical Standards are woven into the course work and practicum experience. Elements of the formative and summative assessment tasks used during the practicum are structured around the College’s Standards and Ethical Standards. Teacher candidates are required to develop a portfolio and are encouraged to use an organizational system which reflects the College’s Standards of Practice. Candidates confirmed that there is continuous emphasis on the Standards throughout the program. Faculty members stated that teacher candidates learn about the Standards at the beginning of the program. The Standards are revisited by faculty at the end of the program as a means of assessing how candidates have changed and evolved relative to them. The Standards and how they are reflected in the classroom have been a focus of discussion at the Department of Education team meetings and are the topic of a presentation during the Colloquia.

The conceptual framework states that the integration of current educational theory and research on teaching practice is an emphasis throughout the program, and that the program is grounded in current research in teacher education. The program has incorporated specific emphasis on current research in the wide discipline of teacher education. Hume's Model of Differentiated Instruction forms a basis for the conceptual framework as does Bennett and Rolheiser’s “Beyond Monet: The Artful Science of Instruction Integration” (2008). The faculty members teaching in the program are contributing to current research in teacher education and are required to have an annual interview with the Program Director to provide an updated Curriculum Vitae and a three year plan for research and professional growth.

Course outlines provide evidence of the integration of theory and practice in teacher education. The program includes three cross-strand assignments which facilitate the connection between courses and practicum experiences. They include a Reflective Journal, a Professional Portfolio and Professional Participation. Faculty advisors meet with course instructors in order to understand the content of the material taught in courses, and thereby ensure that experience in the course work and in the practicum are connected. Teacher candidates commented that theory learned in class and the practice during the practicum worked together to shape them as teachers.

Conclusion

Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 3 is fully satisfied for the consecutive program of professional education reviewed and the proposed addition.

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 for the consecutive program of professional education reviewed and the proposed addition are current, reference the Ontario curriculum, include the application of current research in teacher education and represent a wide knowledge base in the divisions and components of the program.

The program curriculum references the work of current researchers in teacher education, including Hume, Little and Bartlett, and Darling-Hammond. The program curriculum for each of the Primary/Junior and Junior/Intermediate divisions, including the addition of a focus in teaching French as a Second Language in the Primary/Junior divisions, incorporates instruction that reflects current Ontario Ministry of Education curriculum. The program curriculum also references initiatives such as the revised Kindergarten curriculum, equity and inclusive education, and assessment and evaluation practices as noted in the Ministry's document Growing Success. Course outlines demonstrate currency of topics. For example, media literacy is addressed in the course Language and Literacy J/I. The currency of the program curriculum is supported by up-to-date library resources and current issues of educational journals. Current technological tools such as SmartBoards were used in the program. Course outlines are current, updated annually and reference contemporary educational issues such as diversity and equity in education and differentiated instruction.

Program alumni stated that they were well prepared to use current assistive technologies. Associate teachers indicated that teacher candidates were aware of current practices in education such as differentiated instruction and elements of the Tribes Learning Communities model. Faculty members who instruct the French as a Second Language P/J course stated that current brain theory research and current second language acquisition theory is incorporated and that the current European Common Framework of Reference for Language is part of the program design. Faculty advisors indicated that they participate in professional development through the Department of Education and are able to remain current and support the currency of the program.

The program curriculum references the Ontario curriculum. Course outlines refer to relevant Ontario Ministry of Education curriculum documents. Teacher candidates' assignments, as well as course activities, reflect the Ontario curriculum. Faculty members stated that the Ontario curriculum is incorporated into their courses and teacher candidates and alumni confirmed this. Current Ministry of Education curriculum documents are available in the Education Library for faculty members and teacher candidates. Links to the Ministry of Education curriculum documents are embedded in the Department of Education's homepage.

The program curriculum in the Department of Education’s program includes the application of current research in teacher education. Hume’s (2008) model of differentiated instruction is integrated into much of the program curriculum, including the practicum evaluation. Other references to current research in teacher education include Little and Bartlett (2010), Darling-Hammond (2006), Beauchamp and Thomas (2010, 2009), and Hefflin (2002) on the importance of culturally proficient pedagogy for teacher candidates.

Course outlines refer to the application of current educational research in areas such as multiple intelligences, language teaching, lesson planning, and second language education. Teacher candidates and alumni indicated that faculty members apply current research in teacher education in their courses such as hands-on learning in Mathematics and Science courses, second language acquisition theory in French as a Second Language, and research on learning styles, multiple intelligences, and differentiated instruction. Faculty members utilize exemplars in their courses, co-construct assessment with teacher candidates, discuss play-based learning, and integrate math and literacy which are examples of the application of research in teacher education. The course outline for French as a Second Language, P/J, states that teacher candidates read and discuss implications of FSL research at the primary and junior divisions, such as the work of Cummins, Larsen-Freeman, and Swain, Kinnear and Steinman. Other course outlines and assignments provide further evidence of the application of current research in teacher education such as Pinnell and Fountas’ work in literacy.

The program curriculum in the Department of Education’s teacher education program represents a wide knowledge base in the divisions and components of the program. Courses in the program are organized under five strands: Concept (Foundation and Theory), Content (Methodology), Context (Foundation and Applied Theory), Colloquia (Integration of Theory and Practice) and Practica (observation, Participation and Practice Teaching). Course outlines for the Primary/Junior and Junior/Intermediate divisions indicate that courses cover the breadth of knowledge and skills in those divisions. For example, in the Primary/Junior divisions, the Social Studies course outline states that teacher candidates will explore ways to integrate Social Studies with other areas of the curriculum and embed literacy into their social studies lessons. In the Junior/Intermediate divisions, the Mathematics and Information Technologies course outline indicates that teacher candidates will be introduced to the five strands of the Ontario Mathematics Curriculum and be prepared to create and teach in a Math-literate environment. Although emphasis will be placed on the Junior and Intermediate divisions, attention will be given to the full P/J/I scope and sequence of the curriculum. The French as a Second Language, Primary/Junior, course outline indicates that teacher candidates become familiar with core, extended, and immersion French curriculum guidelines. The intent of the Colloquia Strand is to help teacher candidates enter the professional landscape of teaching and includes workshops, presentations, lectures, seminars, and panels by resource persons external to the program who bring particular expertise relevant to educational issues. A wide knowledge base in the program is seen in the inclusion of such areas as environmental education, which assists candidates to prepare students to take their place as environmentally responsible citizens.

Conclusion

Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 4 is fully satisfied for the consecutive program of professional education reviewed and the proposed addition.

Requirement 5

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

Findings

The evidence indicates that the course content for the consecutive program of professional education reviewed and the proposed addition of French as a Second Language in the Primary/Junior divisions includes theory, method and foundation courses and appropriate provision for the application of theory in practice.

The course content of the Department of Education’s Program includes theory. The courses that form the program are grounded in current educational theory. The work of such theorists as Hume, Hauerwas, Duffin and Sax inform its development. The theoretical work of Hume on differentiated instruction and her model is used as the means of translating theory into practice. Hume’s model includes ‘Teacher Beliefs and Knowledge’ as a foundational anchor on which the teaching learning process rests and forms a core of the program and its courses. Further, the work of Palmer, Fullan and Connelly on teacher beliefs provide a theoretical foundation for the conceptual framework.

The program organizes its courses into Concept, Content, Context, Colloquia, and Practica strands. The Concept strand includes required courses on theory and foundation of education. The courses are:

  1. The Developing Learner,
  2. Democratic Values, Christian Perspectives and Education or Religious Education: Democratic Values, Catholic Perspectives and Education,
  3. Philosophical Issues in Education, and
  4. Reflective Practice Through Narrative Inquiry.

Teacher candidates begin Tyndale’s program with the Concept course The Developing Learner which addresses such foundational theorists as Piaget, Dewey, Erikson, Heath, Jenson, and Kohlberg. In the Primary/Junior French as a second language course the theories of second language acquisition of Krashen and Cummins are referenced. Content Strand courses are method courses which focus on pedagogical concepts essential to schooling and to the delivery of instructional content using the Ontario curriculum.

The method courses are grouped by divisions. The method courses for the Primary/Junior divisions are:

  1. Language and Literacy P/J
  2. Mathematics and Information Technology P/J
  3. Science and Technology P/J
  4. Health, Physical Education and Arts P/J
  5. Social Sciences P/J
  6. One Elective OR P/J French as a Second Language.

The method courses for the Junior/Intermediate divisions are:

  1. Language and Literacy J/I
  2. Mathematics and Information Technology J/I
  3. Science and Technology J/I
  4. Health, Physical Education and Arts J/I
  5. Social Studies J and History-Geography I
  6. One Teachable at the Intermediate Division.

The majority of the Content strand (method) courses begin in the Fall Term, after teacher candidates have acquired the knowledge and understanding offered in several concept and context courses. Teacher candidates are then able to see how subject areas like Language and Literacy, Mathematics and Information Technology, Science and Technology and Social Studies integrate theory and foundation in their particular division area.

The program contains required foundation and applied theory courses in the Context strand; the courses are:

  1. Diversity and Equity Issues in Education
  2. Creating Safe, Engaging and Inclusive Learning Environments
  3. Differentiated Instruction in the Classroom Context
  4. Education Act and Ethical Standards for the Teaching Profession.

The course content of the program includes appropriate provision for the application of theory in practice. The Colloquia and Practica strands integrate theory and practice. The Professional Seminar and Colloquia courses form the framework in which the integration of theory in practice is facilitated. The colloquia are a series of conference sessions during which a variety of educational stakeholders are invited to engage the teacher candidates in dialogue and collaborative learning.

The Practica strand includes the practicum components in the program. The practica allow teacher candidates to practice skills and knowledge they have acquired in the context, concept and content strand courses, and during the colloquia.

Case studies and cross-course assignments are used throughout the program to apply theory to practice. Course outlines and teacher candidate assignments provide additional evidence of the application of theory and practice throughout the program. Alumni stated that having theory courses in the summer at the start of the program provided opportunity to immediately apply the theory in the classroom during their observation and practice teaching in September.

Conclusion

Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 5 is fully satisfied for the consecutive program of professional education reviewed and the proposed addition.

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 program of professional education reviewed and the proposed addition.

The Bachelor of Education program is organized in Five Strands:

  1. the Concept strand includes theory and foundation courses;
  2. the Content strand includes methods courses in which the Ontario curriculum documents are featured;
  3. the Context strand helps teacher candidates apply theoretical and foundation knowledge;
  4. the Colloquia strand helps teacher candidates enter the professional landscape of teaching; it is delivered through the course Professional Seminar and Colloquia; and
  5. the Practica strand includes all in-school observation/participation phases, practice teaching phases and a professional interest placement.

The program is delivered in 12 consecutive months, beginning in July and ending the following June. The program is divided into three terms. Theory and Foundation Courses are taught in the first and third terms in order to orient the candidates and provide opportunities consolidate their learning and make connections between theory and practice. The majority of the Content strand (method) courses begin in the Fall Term, after teacher candidates have been exposed to the knowledge and understanding acquired from several concept and context courses.

The program’s format and structure allow teacher candidates to be introduced to foundational concepts prior to starting a practicum. Candidates learn about the Education Act, the Standards of Practice and aspects of learning, development and differentiation in the summer session prior to their first placement.

The program structure supports the opportunity for teacher candidates to have approximately 80 days of observation/participation and practice teaching in schools. Teacher candidates in the Junior/Intermediate divisions take their methodology courses for their teachable subject in the term that the intermediate division practicum placement takes place. Teacher candidates in the Primary/Junior French as a Second Language program have to demonstrate French language proficiency on the French Language Competency Test prior to commencing the program. The method course French as a Second Language, P/J, is structured so that teacher candidates complete an observation/participation session and a practicum placement in both an English-language classroom and a French as a Second Language classroom setting.

Conclusion

Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 6 is fully satisfied for the consecutive program of professional education reviewed and the proposed addition.

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 program of professional education reviewed and the proposed addition.

The program is designed to ensure that teacher candidates have access to continuous feedback from a variety of sources. Teacher candidates are informed of the evaluation policies and procedures of the University, and are assessed and receive ongoing feedback from the faculty members instructing their courses, as well as from their associate teachers and faculty advisors during the practicum components. Feedback regarding the teacher candidates’ demonstrated professionalism while in the program is provided informally throughout the program and formally during the exit interviews at the end of the year.

Institutional policies and procedures ensure that as teacher candidates progress from one term to the next in each of the three academic terms of Summer/subsequent Spring, Fall, and Winter, they are informed of their cumulative progress.

Each course outline includes details about course assignments and assessment which the faculty member reviews with teacher candidates on the first day of the course. Course outlines include schedules, rubrics and a description of ongoing evaluation procedures. Many opportunities exist for face to face communication between teacher candidates and faculty. Assessment criteria for assignments are often co-constructed by teacher candidates and faculty.

During each practicum placement, teacher candidates receive two formative assessments from their associate teachers; one during the observation/participation phase and one during the practice teaching phase. A summative evaluation is provided by both the associate teacher and the faculty advisor for each practice teaching phase.

All faculty members are given templates, individualized to each teacher candidate, on which to record their observations as to the teacher candidates’ demonstrated professionalism throughout the program year.

Conclusion

Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 7 is fully satisfied for the consecutive program of professional education reviewed and the proposed addition.

Requirement 8

The program includes a practicum that satisfies the requirements set out in subparagraph 2v of subsection 1(2) and subsection (2) of the Accreditation Regulation.

The requirements for the practicum portion of the programs in subsection 9(2) 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. Revoked - see subparagraph 2v of subsection 1(2) below
  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.

Subparagraph 2v of subsection 1(2): A program of professional education includes a minimum of 40 days of practical experience in schools or in other situations approved by the College for observation and practice teaching.

Findings

The evidence indicates that the practicum for the program of professional education offered and the proposed addition includes a minimum of 40 days practical experience that includes observation and practice teaching in instructional settings in schools or other situations that use the Ontario curriculum, or in situations approved by the College. The practicum 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. An experienced teacher supervises and assesses the practicum, and a faculty member is appointed as an advisor for each teacher candidate.

The program practicum includes an 80 day practicum consisting of observation/participation and practice teaching phases in instructional setting in schools in public and Catholic school boards or other situations that use the Ontario curriculum or in situations approved by the College. The Practicum Handbooks for both the Fall and the Winter terms and the Supplementary Handbook 2011 state that teacher candidates must complete a total of 80 days of practica during the Fall and Winter terms.

The practicum enables every teacher candidate to participate in settings related to each division and, in the Junior/Intermediate divisions, in one subject area of the program that is relevant to the teacher candidate. The Practicum Handbook states that teacher candidates will have practicum placements in each of two consecutive divisions. For teacher candidates in the Junior/Intermediate divisions, one practicum placement will be in the junior division, and one in the intermediate division in their teachable subject.

For teacher candidates enrolled in the P/J French as a Second Language program, the practicum in the Fall Term is in an English language classroom setting and the practicum in the Winter Term is in a French as a Second language classroom setting. The Program Director confirmed that the Fall Term placement is in one division in an English-language classroom and the Winter Term is in the second division [consecutive] with an Associate Teacher whose assignment includes French as a Second Language teaching. Faculty members, faculty advisors, alumni and teacher candidates confirmed that teacher candidates experienced practica placements in two consecutive divisions appropriate to their area of study. Sample practica evaluations of teacher candidates were evidence that teacher candidates have practice teaching in two consecutive divisions, and that teacher candidates in the Junior/Intermediate divisions have been evaluated in their teachable subject during the practicum.

An experienced teacher supervises the teacher candidates and assesses their practicum. The Practicum Handbook states that the role of the associate teacher includes observing the teacher candidate, providing constructive feedback and monitoring the progress of the teacher candidate by completing two formative assessments and one summative evaluation on forms provided by the Department of Education. Associate teachers confirmed that they received copies of the Practicum Handbook. Artifacts included samples of completed practica assessments of teacher candidates by their associate teachers. Associate Teachers confirmed that they were involved in assessing teacher candidates and they commented that they regarded their role as a mentor to their teacher candidates. Associate teachers stated that they are required to have five years of teaching experience before becoming associate teachers.

A faculty member is appointed as an advisor for each teacher candidate. The Practicum Handbook identifies the duties of faculty advisors, which include the provision of ongoing support for teacher candidates, visiting teacher candidates as often as necessary and at least twice during the observation/participation phase of the practicum session, and conferring with the associate teachers. Faculty advisors meet with teacher candidates during the final two weeks of the observation/participation phase of the fall term to consider together the expectations of the upcoming practice teaching phase. Teacher candidates stated that the faculty advisors played a key role in their practicum. Associate teachers stated that faculty advisors were easily accessible to the teacher candidates and to the associate teachers. Faculty advisors oversee the assessment and evaluation process of the teacher candidates.

The 20 day Professional Interest Placement during the month of June occurs after the practica requirements are met. The placement is determined by the teacher candidates’ personal interests and may occur inside or outside the public education system.

Conclusion

Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 8 is fully satisfied for the consecutive program of professional education reviewed and the proposed addition.

Requirement 9

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

Findings

The evidence indicates that successful completion of the practicum is a requirement for the successful completion of the consecutive program of professional education reviewed and the proposed addition.

Tyndale University College’s Academic Calendar and the Practicum Handbooks confirmed that the successful completion of the practicum is a requirement for successful completion of the program. The Program Director and Associate Director, faculty advisors, and associate teachers confirmed that successful completion of the practicum was a requirement to be eligible for graduation.

Conclusion

Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 9 is fully satisfied for the consecutive program of professional education reviewed and the proposed addition.

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 program of professional education reviewed and the proposed addition are appropriate in relation to the divisions to which they relate.

The teaching method courses for the Primary/Junior divisions are Language and Literacy P/J, Mathematics and Information Technology P/J, Science and Technology P/J, Health, Physical Education and Arts P/J, and Social Studies P/J. Course descriptions and outlines were provided for the method courses, including the method course for the addition of a focus in teaching French as a Second Language in the Primary/Junior divisions. The P/J FSL course focuses on early immersion and introductory Core French.

Teaching method courses for the Junior/Intermediate divisions include Language and Literacy, Mathematics and Information Technology, Science and Technology, Health, Physical Education and Arts, Social Studies – Junior Division, and History/Geography – Intermediate Division, and one intermediate-level teachable from: French as Second Language, English, Science – General, Mathematics, Geography, History, Health and Physical Education, Visual Arts, Music, Drama and Dance.

Course outlines provided evidence that the learning outcomes for the method courses relate to the teaching of the respective divisions. For example in the Language and Literacy P/J course the learning outcomes include becoming familiar with the learning expectations for Language in the Ontario Curriculum for Kindergarten and grades 1-6.

Faculty members, teacher candidates and alumni confirmed that the method courses were appropriate to the P/J and J/I divisions, respectively. Associate teachers stated that teacher candidates were prepared in their teachable subject areas. Alumni indicated that the course for French as a Second Language for the Primary/Junior divisions was appropriate to the P/J division and provided examples such as the provision of resources for teaching French at the P/J division.

Conclusion

Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 10 is fully satisfied for the consecutive program of professional education reviewed and the proposed addition.

Requirement 11

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

Findings

The evidence indicates that the teaching theory and foundation courses in the consecutive program of professional education reviewed and the proposed addition include courses on human development and learning and on legislation and government policies relating to education.

Course outlines and the Tyndale University College Academic Calendar provided evidence that the teaching theory and foundation courses include courses on human development and learning. A required foundation course, The Developing Learner, provides an overview of issues of human development and learning. In the course, teacher candidates acquire an understanding of the development of the learner’s cognitive, social, emotional, physical and spiritual characteristics from infancy to adolescence and learn how a child’s development influences their ability to learn. Additional courses that deal with human development and learning include Differentiated Instruction in the Classroom Context, and Creating Safe, Engaging and Inclusive Learning Environments.

The teaching theory and foundation courses include courses on legislation and government policies relating to education. The program includes a required course on The Education Act and the Ethical Standards for the Teaching Profession that provides teacher candidates with legislative knowledge of the structure and function of publicly funded education in Ontario, legal information in regard to the duties of teachers and the role of the Ontario College of Teachers. The course Creating Safe, Engaging and Inclusive Learning Environments also includes legislation and the government policies relating to education such as the Safe Schools Act and professional misconduct. Additional courses in the program that focus on legislation and government policies relating to education include Diversity and Equity Issues in Education (referencing the Ministry of Education’s Equity and Inclusive Education framework), and Differentiated Instruction in the Classroom Context (referencing Individual Education Plans, Ontario Student Records, and Prior Learning Assessment Records).

Conclusion

Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 11 is fully satisfied for the consecutive program of professional education reviewed and the proposed addition.

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 consecutive program of professional education reviewed and the proposed addition 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 teaching the consecutive program have an appropriate combination of academic qualifications. The faculty includes eight core members, four of whom have PhD degrees, and four of whom have Masters degrees. The program also includes seventeen part-time faculty members, four of whom have doctorates, while one is a doctoral candidate; eight have Masters degrees, three have a B.Ed. and one has a B.A.

Of the eight core faculty, six have an OCT professional designation and fourteen of the seventeen part-time faculty have an OCT professional designation. Ten faculty members have P/J/I experience and expertise, eight have J/I/S experience, four have experience across all panels and two have experience in one division only. Faculty members have appropriate experience in the field of education, including roles as professors in Early Childhood Education, learning resource teachers, guidance counsellors, principals and special education teachers. Experience of faculty members also includes positions such as school board supervisory officers and Education Officers with the Ministry of Education. The Program Director confirmed that part-time faculty bring an up-to-date perspective to the program.

The faculty members teaching the consecutive program are an appropriate combination of persons with appropriate experience in the divisions and components of the program. Faculty members’ expertise in the divisions and components of the program include teaching Mathematics and Information Technology and co-authoring mathematics texts, expertise in Science and Technology, and expertise in such areas as music, literacy, reading and primary education, equity and diversity, teacher formation, educational theory and policy studies, curriculum design for teaching Canadian history, and special education. CVs reveal that the faculty members include individuals with experience in publicly funded schools at various grade levels and in various divisions, and instruction.

The FSL instructor for the proposed addition has Junior division, and Intermediate/Senior divisions and Honour Specialist French qualifications and experience in the divisions and components of the program.

Conclusion

Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 12 is fully satisfied for the consecutive program of professional education reviewed and the proposed addition.

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 Department of Education at Tyndale University College maintains adequate internal controls to preserve the integrity of teacher candidate records relating to the consecutive program of professional education reviewed and the proposed addition.

Tyndale University College adheres to a formal Privacy Policy based on ten principles of the Canadian Federal Personal Information Protection and Electronics Documents Act. The Privacy Policy’s principles include a commitment to the protection of personal information for candidates, and alumni, accountability for the personal information which it collects, uses, discloses and retains, limiting the use of the disclosure of personal information, and the protection of personal information by security safeguards. The Tyndale University College & Seminary and The Tyndale Foundation Privacy Policy states that Tyndale takes the security and integrity of student files very seriously.

Tyndale’s Privacy Officer oversees the handling of personal information. Tyndale’s Registrar’s Office is responsible for the ongoing maintenance and security of teacher candidates’ files in both hard copy and digital format. The Registrar and the Department of Education’s Records Officer confirmed that hard copy files are stored in locked, fireproof cabinets in locked rooms in their respective offices with access restricted to authorized staff and faculty members.

Access to online files is closely monitored and controlled by Tyndale’s Registrar, in coordination with the Admission Department and the Information Technology Department, in order to ensure security. Faculty members confirmed that the Bachelor of Education Program has a myTyndale.ca site that allows teacher candidates to access their grades by means of a log-in and password code. Information collected regarding teacher candidates is stored electronically in the Aqueduct database, the admission management software, and then transferred into the Jenzabar database, the main system for entering and synchronizing grades. Both databases are password protected (with passwords changed regularly), restricted to authorized personnel and backed up on a daily basis.

Records are kept on file for a period of 75 years in Tyndale University College’s Registrar’s Office. Graduates’ files are scanned and stored under password protection. Electronic copies are backed up nightly and weekly and stored in an off-site location. The Registrar of Tyndale University College also confirmed information regarding the signed agreement with Wycliffe College, Toronto School of Theology, University of Toronto, which stipulates that, in the event that Tyndale should cease operations for any reason, Wycliffe College has agreed to assume the responsibility of keeping Tyndale’s student records and making them accessible to Tyndale alumni for at least 75 years.

Conclusion

Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 13 is fully satisfied for the consecutive program of professional education reviewed and the proposed addition.

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 Department of Education at Tyndale University College is committed to continuous improvement and quality assurance for the consecutive program and proposed addition, and has implemented measures demonstrating that commitment for the existing program.

The Department of Education demonstrates commitment to continuous improvement and quality assurance through a number of formal means which include Instructor Evaluation Surveys, Program Surveys, Teacher Candidate Exit Interviews, Faculty Advisor Feedback, Bachelor of Education Team Meetings, and a requirement of the Tyndale University College’s Academic Council which mandates internal program reviews of various University College departments on a rotational basis.

The Department of Education actively seeks suggestions for program improvement from the educational field through informal feedback from a variety of sources such as partner schools involved with practicum placements, school leaders who have hired Tyndale graduates, the Teacher Education Advisory Committee and alumni from the Bachelor of Education program. The commitment of the Department of Education to seeking feedback to inform continuous improvement was confirmed by teacher candidates, faculty members and the Program Director. Teacher candidates noted that instructors were open to their written feedback and accepted their viewpoints as valid suggestions. Faculty members confirmed that teacher candidates are articulate in expressing what they would like improved in the program.

Faculty members stated that the Program Survey, which is completed twice during the academic year by the same group of teacher candidates, enables them to make program improvements based on the results of the first survey and to gauge the success of these changes using the results from the final, second survey. The results of these surveys often form part of the agenda of the Teacher Education Advisory Committee meetings and lead to discussions and recommendations concerning practical issues such as the workload of teacher candidates and additions or changes to future surveys.

Faculty members indicated that the results from the Instructor Evaluation Survey and the Program Review Survey promote ongoing improvement as they prompt faculty members to reflect on what changes they instituted following the previous year’s feedback and what changes they envision making as a result of the current year’s feedback. The Associate Director indicated that faculty members respond directly and promptly to concerns expressed by teacher candidates in these surveys. The Program Director highlighted how exit interviews conducted with teacher candidates have also informed the Bachelor of Education Program and prompted decisions regarding specific recommendations. The Department of Education looks both outside and within its own organization for ways to implement measures that ensure program improvement.

Conclusion

Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 14 is fully satisfied for the consecutive program of professional education reviewed and the proposed addition.

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 Department of Education at Tyndale University College has a Teacher Education Advisory Council (TEAC) that functions in an advisory or liaison capacity in relation to the consecutive program of professional education reviewed and the proposed addition.

The Bachelor of Education Program has a Teacher Education Advisory Committee (TEAC) that meets at least twice a year, usually in February and August. The TEAC has frequently made recommendations to the Department of Education for changes to consider.

The TEAC is responsible for advising the Department of Education in matters pertaining to the implementation and delivery of the program and attempts to respond to community needs. For example, in response to a request from teacher candidates who live outside of the geographic area of Toronto to do their practica in their home regions, the TEAC recommendation to allow this opportunity with strict conditions was implemented.

The TEAC fulfills a liaison capacity in that it provides a connection with the extended educational community. TEAC membership includes two representatives from the Department of Education`s partnering Boards of Education; an active member of the Ontario College of Teachers; a faculty member from another teacher education institution; a teacher candidate representative currently in the Bachelor of Education Program; an active member of one of the Ontario teacher federations; a representative from the Ontario Principals’ Council; and a member of Tyndale University College’s Academic Council. Teacher candidates have a representative on TEAC who voices their concerns directly at meetings.

Conclusion

Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 15 is fully satisfied for the consecutive program of professional education reviewed and the proposed addition.


Decision of the Accreditation Committee

General Accreditation

For the reasons set out above, the Accreditation Committee finds that the following program of professional education offered by the Department of Education at Tyndale University College fully satisfies the requirements of Regulation 347/02, Accreditation of Teacher Education Programs:

  • Consecutive program of professional education with areas of study in the Primary/Junior and Junior/ Intermediate divisions, leading to a BEd degree

The Accreditation Committee grants general accreditation to this program for a period of seven years until October 25, 2018 or for an amended period of time that is in accordance with Section 15 of Regulation 347/02, Accreditation of Teacher Education Programs.

For the reasons set out above, the Accreditation Committee finds that the following program addition proposed by the Department of Education at Tyndale University College fully satisfies the requirements of Regulation 347/02, Accreditation of Teacher Education Programs:

  • Addition of focus in teaching French as a Second Language to the consecutive program of professional education with an area of study in the Primary/Junior divisions, leading to a BEd degree

The Accreditation Committee grants accreditation to this addition for a period of time that expires at the same time as the consecutive program of professional education (October 25, 2018).

Accreditation Committee
Ontario College of Teachers
October 25, 2011


Decision Regarding the Enhanced Teacher Education Program Verification Report

Read the Full Decision

Confirmation of Accreditation

The Accreditation Committee finds that the following program of professional education offered by the Department of Education, Tyndale 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, including Primary/Junior with a focus on teaching French as a Second Language, and Junior/Intermediate divisions, leading to a Bachelor of Education degree

The Accreditation Committee confirms general accreditation of this program to continue until October 25, 2018.

Accreditation Committee
Ontario College of Teachers
April 7, 2016

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