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Accreditation Committee Decision

University of Ontario Institute of Technology — Faculty of Education


Introduction

Decision of the Accreditation Committee Regarding the Applications for Accreditation Submitted by the Faculty of Education at the University Ontario Institute of Technology

The Faculty of Education at the University of Ontario Institute of Technology (UOIT) submitted an application on November 22, 2010 for renewal of accreditation of the following programs of professional education:

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

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

  • conduct a review of the aforementioned programs of professional education on the direction of the Accreditation Committee; and
  • 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 programs reviewed.

The seven-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
  • two College members who were not Council members with experience in the various divisional areas of study
  • a roster member with experience as an educator in a faculty of education
  • a person nominated by the Faculty of Education at UOIT

In making its recommendations, the panel reviewed the application for accreditation and other documentation provided by the Faculty of Education at UOIT. The on-site visit took place from January 30 through February 4, 2011 and included an examination of artifacts and program resources, facility tours, interviews with faculty and stakeholders, and a review of virtual exhibits related to the program.

The accreditation panel provided an opportunity for public input regarding the quality of the programs under review, however no submissions were received.

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 programs of professional education in the application submitted by the Faculty of Education at UOIT qualified for accreditation.

In making this decision, the Accreditation Committee considered the Accreditation Panel Final Report dated June 15, 2011, the Dean’s response to the panel’s draft report dated June 14, 2011, the Panel Chair’s presentation to the Accreditation Committee and the regulatory requirements of Regulation 347/02, Accreditation of Teacher Education Programs.


Accreditation Renewal of Programs of Professional Education

Requirements and Findings

Requirement 1

The provider of the program is a permitted institution.

Finding

The evidence indicates that the University of Ontario Institute of Technology is a permitted institution as defined in subsection 1.(1) of Regulation 347/02, Accreditation of Teacher Education Programs.

Section 6 of the University of Ontario Institute of Technology Act, June 27, 2002 authorizes the University to “confer degrees, honorary degrees, certificates and diplomas in any and all branches of learning.”  Prior to August 22, 2007, the university was required to seek permission from the Ministry of Training, Colleges and University (MTCU) to offer their Bachelor of Education programs as this Section had not yet come into force. The University is now able to confer Bachelor of Education degrees as described above.

Conclusion

Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 1 is fully satisfied for all programs reviewed.


Requirement 2

The program has a clearly delineated conceptual framework.

Findings

The evidence indicates that the Faculty of Education at the University of Ontario Institute of Technology has a clearly delineated conceptual framework for  its programs of professional education.

The original conceptual framework was established by the Faculty of Education in 2003. Initially, there were four foundational principles that guided the program: Reflection, Praxis, Technology and Constructivism. In response to current practice, the Faculty of Education added a fifth foundational principle: Diversity. The revised conceptual framework came into effect in June 2011.

The foundational principles of the conceptual framework were evident in course outlines and course overviews. Interviews with both concurrent and consecutive teacher candidates confirmed that their instructors included the elements of the framework in their teaching, assignments and assessments. Further examples of evidence included the banners and the landing page of the virtual exhibit room which prominently showed the five principles of the conceptual framework.

Conclusion

Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 2 is fully satisfied for all programs reviewed.


Requirement 3

The program is consistent with and reflects,

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

Findings

The evidence indicates that the programs of professional education reviewed 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.

Course outlines and course overviews provide evidence of alignment with College standards. The 2009-2010 BEd Program Review Survey confirmed that UOIT places an emphasis upon making teacher candidates aware of the standards and that faculty members model those principles. The Program Review Survey uses the standards to structure teacher candidate feedback about faculty performance. Concurrent and consecutive teacher candidates stated they felt comfortable with and informed of the Standards.

Course overviews provide examples of the use of current research in teacher education in course design. Current teacher education research is also evident in the readings and texts used in those courses. Faculty members stated that current research in teacher education is evident in field experience classes.

An examination of practica course descriptions illustrates that teacher candidates apply their learning in a variety of school and education related settings. Both faculty and teacher candidates referred to the expectation that teacher candidates demonstrate and integrate their understanding of the theoretical foundations and concepts in their practica planning. The education librarian identified a variety of resources available to support the integration of theory and practice.

Conclusion

Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 3 is fully satisfied for all programs reviewed.


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 programs of professional education offered by the Faculty of Education at UOIT 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 programs.

The curriculum for the concurrent and consecutive programs is current. Course outlines reference current research and literature, and interviews confirmed that course outlines are updated on a yearly basis. Ontario curriculum policies and related support documents were included in course descriptions. The program director confirmed that current Ministry documents, such as Education for All/Learning for All and Growing Success are used by course instructors in their planning. Current curriculum and policy materials were evident in the Library and are also made available to teacher candidates through each course’s WebCT site. The education librarian stated that soliciting faculty input and monitoring library usage helps to maintain curriculum currency. Alumni confirmed they felt prepared for current initiatives in education such as differentiated instruction, engaging instructional strategies and descriptive feedback.

The program director and faculty members verified the use of the Ontario curriculum and related support documents in their courses. Alumni confirmed there was a substantial curriculum focus throughout the program. Teacher candidates confirmed that they are encouraged to access the Ontario ministry websites. The IT specialist stated that by gathering faculty requests, participating in a review process with the faculty of existing software packages and monitoring the usage of current software packages he helps to ensure that the UOIT program references the Ontario curriculum. Links in artifact evidence led to Ontario curriculum documents. Current Ontario curriculum documents were evident in the Education Library.

The program director stated that current research in teacher education is integrated in course overviews, outlines and content. Course overviews confirm that programs include current research. The education librarian affirmed that the research resources were current and the collection is both active and dynamic. Electronic journals allow access to research when it is posted or published on-line. The IT specialist and teacher candidates confirmed the availability of an online database providing them with a variety of teacher journals and education journals. Education theorists who specialize in lesson design and assessment are identified in course outlines and include theorists such as Hunter, McTighe, Stiggins and Wiggins. Theorists who write in relation to teaching strategies and lesson designs are found in course outlines and include theorists such as Bennet, Gibbs, Kagan and Marzano. Research journal articles in course outlines are current and related to teacher education.

The program curriculum represents a wide knowledge base in the divisions and components of the program, as confirmed by course overviews. Course outlines show evidence that teacher candidates use the Ontario Ministry of Education curriculum documents for the Primary/Junior and Intermediate/Senior divisions and that candidates take a range of integrated curriculum and instruction courses, foundational courses and field experience courses. Teacher candidates confirmed that their courses were adapted to their division of study. For example, as Intermediate/Senior students they appreciated that they were also given an overview of Primary/Junior concepts in order to have a better understanding of the students they taught. Alumni stated that the instruction they received prepared them for their division of study. They also appreciated that the overview they received, whether Primary/Junior or Intermediate/Senior, provided a global perspective that enriched the understanding of their own division of study. Several mandatory workshops are provided at UOIT, including a Primary/Junior and Intermediate/Senior Math Camp and a Primary/Junior and Intermediate/Senior Science and Technology Camp. In addition, a mandatory workshop entitled “Breaking Barriers: A conference on technology, equity, diversity, and social justice” was added in 2010-2011. There is also a mandatory course on Individual Needs and Diversity for teacher candidates in all divisions.

Conclusion

Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 4 is fully satisfied for all programs reviewed.


Requirement 5

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

Findings

The evidence indicates that the course content for the programs of professional education reviewed includes theory, method and foundation courses and appropriate provision for the application of theory in practice.

In the Primary/Junior divisions, teacher candidates are expected to be generalists and receive both theoretical and practical instruction in all areas outlined in the Ontario Curriculum (for example, Language, Science, Social Studies). In the Intermediate/Senior divisions, teacher candidates receive instruction in two teachable subjects. Curriculum studies courses describe relevant theory and method components for each individual course. Curriculum studies courses require students to apply theory in practice through the preparation of group projects and lesson plans. Associate Teachers attested that teacher candidates demonstrated knowledge of scaffolding techniques and techniques for offering descriptive feedback during their lessons. The Practicum Coordinator confirmed that teacher candidates refer to theory from their core methods courses during the practicum. The Program Director confirmed that theoretical programs based on contemporary research such as Learning and Human Development, and Contemporary Human Development are taught and include theoretical material of relevance to the Primary/Junior and Intermediate/Senior classrooms. Theorists seen in readings and course outlines included Eisener, Gardiner, Kagan, Bennet, Bloom, Maslow, Patall, Kohlberg, Paolitto, Prensky and others. Course outlines for these courses confirmed that relevant theoretical readings are included. Candidate assignments contained theoretical concepts that translate into practice.

Course outlines confirmed the inclusion of method and foundation courses in the programs such as Primary/Junior Analysis and Management of Classroom Behaviour, Primary/Junior Individual Needs and Diversity, Intermediate/Senior Learning with ICT, and Intermediate/Senior Information Literacy. The Program Director and faculty members confirmed that method and foundation courses are compulsory parts of the program. Samples of teacher candidates’ work confirmed that method and foundation courses are part of the program. Artifact evidence of method and foundation course work was found in video clips of math lessons and digital stories.

The content of the concurrent and consecutive programs includes appropriate provision for the application of theory in practice. Course outlines provide examples of this, such as CURS411OU: Intermediate/Senior where teacher candidates explore the needs of adolescent learners and their effect on the teaching of English Language Arts. Additionally, course outlines for Math camps, Core Methods and Curriculum Studies courses provide further evidence of the application of theory in practice. The Librarian confirmed that the current resources available for faculty and teacher candidates support the application of theory in practice. The Practicum Coordinator confirmed that during the practicum, teacher candidates benefit from their experience in the core methods courses and from the classroom management courses that emphasize the application of theory in practice.

Conclusion

Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 5 is fully satisfied for all programs reviewed.


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 all programs of professional education reviewed.

The Faculty of Education at UOIT offers a fully integrated concurrent five-year teacher education program for the Intermediate/Senior divisions, in conjunction with a Bachelor of Science degree, and a consecutive one-year teacher education program for the Primary/Junior or Intermediate/Senior divisions. All programs lead to a Bachelor of Education degree.

The five year concurrent teacher education program allows a teacher candidate to complete a BSc while completing the requirements of a BEd degree in the Intermediate/Senior divisions. The educational elements of the concurrent program are as follows:

  • Year 1 of the BSc program includes the course Introduction to Teaching and Field Experience I
  • Year 2 of the BSc program includes Learning & Human Development Introduction to Teaching and Field Experience II Courses
  • Year 3 of the BSc program includes the courses Introduction to Teaching and Field Experience III and Contemporary Educational Practice
  • Year 4 of the program is focussed on the major subject research project. There are no Bachelor of Education courses during this year of the concurrent program
  • Year 5 of the concurrent program is similar to the consecutive Bachelor of Education program, except that concurrent candidates take a minimum of 2 electives in Year 5 instead of Learning & Human Development & Contemporary Education Practice as they have already taken these courses in the first three years of the program.

The consecutive program is a one year Bachelor of Education program. Teacher candidates enrolled in this program have completed an acceptable first degree.

The BEd program for both concurrent and consecutive teacher candidates consists of three types of courses: required curriculum studies courses, required education courses and education elective courses. The following describes the types of courses specific to each of the Primary/Junior and Intermediate/Senior areas of study in the BEd program.

Primary/Junior Curriculum Studies Courses

UOIT includes more curriculum studies program hours in the Primary/Junior program than in Intermediate/Senior program, as teacher candidates cover an extensive number of required courses. Primary/Junior teacher candidates are required to take Language Arts (which includes Drama), Math, and Science and Technology curriculum courses in both semesters. Additional required curriculum studies are Dance, Music, Physical Education and Health, Social Studies and Visual Arts.

Intermediate/Senior Curriculum Studies Courses

The Intermediate/Senior curriculum studies courses for teachable areas are as follows: Biology; Chemistry; Computer Studies; Drama; English; Health and Physical Education; History; General Science; Geography; Mathematics; Physics; and Visual Arts. Teacher candidates in the Intermediate/Senior programs are required to take curriculum studies courses related to two teachable subjects.

Foundation Courses

The Primary/Junior and Intermediate/Senior programs include a Core Curriculum studies course. This course provides teacher candidates with broad curriculum studies principles similar to the subject-specific Curriculum Studies courses, and emphasizes the planning of instruction, teaching and learning strategies, and assessment with broad applicability across subject areas. Both the Curriculum Studies (CURS) and Education (EDUC) courses within the BEd program build on Core Curriculum studies. While the nature of the Primary/Junior and Intermediate/Senior Core Curriculum studies courses is similar, the content is specific to the respective K – 6 and grades 7 – 12 curriculum and learners. Primary/Junior candidates take one Core Methods course in Semester One. Intermediate/Senior candidates take a Core Methods course in Semesters One and Two.

Teacher candidates are required to take the following additional EDUC courses, specific to the needs of the Primary/Junior and Intermediate/Senior programs:

  • Analysis and Management of Classroom Behaviour;
  • Contemporary Educational Practice (which covers the required components of Education Legislation, Legal Issues, and Policy) ;
  • Learning with ICT;
  • Field Experience and Practica I, II and III;
  • Individual Needs and Diversity;
  • Math Camp;
  • Science and Technology Camp.

In the consecutive program, Primary/Junior teacher candidates take an education course in Learning and Child Development in Semester One, while the Intermediate/Senior program includes an education course titled Learning and Adolescent Development in Semester One. The Learning and Adolescent Development course is taken in Year Two for concurrent teacher candidates.

Elective Courses

The Faculty of Education offers a variety of elective courses. Both Primary/Junior and Intermediate/Senior teacher candidates are required to take at least one of the elective courses (up to a maximum of three).

Additional Workshops and Certifications

The BEd program also includes other learning opportunities. For example, the Faculty of Education has integrated additional training into the curriculum for teacher candidates in areas such as Safe Schools and Bullying.

Conclusion

Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 6 is fully satisfied for all programs reviewed.


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 all programs of professional education reviewed.

Course outlines and practicum handbooks state that it is university policy that all students receive written evaluative feedback and/or at least one mark prior to the voluntary withdrawal deadline specified in the UOIT Academic Calendar. The program director confirmed that timelines are given to faculty that help them determine the appropriate times to evaluate. As per UOIT policy, faculty are encouraged to assess and evaluate candidates’ work early and often in each semester.

Associate Teachers stated they provide immediate feedback on a regular basis to teacher candidates and that formative and summative evaluation is expected, with formative assessment at the midpoint of each practicum, and summative evaluation at the end of each practicum.

The Field Experience Handbook outlines the practicum assessment expectations and criteria. Sample evaluation forms are included in the Handbook. Principals and associate teachers confirmed that the expectations outlined in the Handbook were carried out.

Conclusion

Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 7 is fully satisfied for all programs reviewed.


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 all programs of professional education 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.

Practice teaching assignments in the consecutive program include placements for 60 to 64 days, depending on the academic calendar year and the relation of same to course requirements and classroom and school settings, thus satisfying the minimum requirement of 40 days of practice teaching. Each practicum block includes initial observation followed by incrementally increased practice teaching responsibilities until, in the final practicum block, teacher candidates teach 100 per cent of the day, as outlined in the Practice Teaching Handbook. UOIT teacher candidates are hosted by district school boards and by independent schools that use the Ontario curriculum.  Primary/Junior and Intermediate/Senior candidates confirmed this practice.

Year Five of the concurrent Intermediate/Senior program adheres to an identical plan as found in the consecutive programs. In addition, a variety of field experiences occur in the first three years of the concurrent program, as confirmed by Associate Teachers and Principals.

Teacher candidates are able to participate in settings related to each division, (Primary and Junior or Intermediate and Senior), and at least one of the teachable subject areas of the program for which the Intermediate/Senior teacher candidates will receive qualifications. Alumni identified they had received practicum experiences in both of their division qualifications. Intermediate/Senior Alumni stated they had received a practicum placement in one or both of their teachable subject areas.

Experienced Associate Teachers supervise the candidates and assess their practicum in all programs. Principals indicated that experienced teachers are matched with candidates according to their respective division and according to their teachable subjects. The principals stated that they seek role models and teachers, all of whom are OCT certified, who demonstrate exemplary practice. Associate Teachers supervise and assess the practica, as shown in the required signatures and procedures related to the Improvement Action Plan, the Guide for Daily Feedback, and the Practicum Interim and Final Reports.

A UOIT faculty member is appointed as an advisor for each teacher candidate. Advisors supervise and evaluate each candidate. The Practice Teaching Handbook delineates the responsibilities of Faculty Advisors, and includes visitation schedules for each school, conversations to have with prospective Associate Teachers and principals, expectations regarding observing and providing feedback to teacher candidates and ways that Faculty Advisors address situations when teacher candidates are not experiencing success in the practicum.

Conclusion

Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 8 is fully satisfied for all programs reviewed.


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 successful completion of the programs of professional education reviewed.

The Faculty Advisor Handbook indicates that teacher candidates must achieve a pass from both the Associate Teacher and the Faculty Advisor in order to pass the practicum.

The Field Experience Handbook confirms that teacher candidates must achieve a pass in Field Experience (practica) in order to be eligible for the Bachelor of Education degree.

Teacher candidates confirmed that successful completion of the practicum is a requirement for successful completion of the program.

Conclusion

Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 9 is fully satisfied for all programs reviewed.


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 all programs of professional education reviewed are appropriate in relation to the divisions to which they relate.

All programs offer a core set of required courses that include method courses. All method courses are suited to the divisions for which they were designed. Lesson design, unit planning, relevant Ontario curriculum and policy documents, instructional and assessment techniques, and cross-curricular considerations are among the topics listed as covered in the methods courses.

Faculty, alumni and current teacher candidates from all programs confirmed that the method courses were appropriate and adapted to the divisions for which they were intended. Method courses cover all grade levels within divisions, and the particular focus on Grade 7 and 8 methodology early in the first semester helped create successful conditions for Intermediate/Senior candidates whose first practicum placement is in a Grade 7 or 8 classroom. Alumni stated they felt confident in their teaching assignments as the method courses had prepared them for their subjects and/or divisions.

Conclusion

Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 10 is fully satisfied for all programs reviewed.


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 all programs of professional education reviewed include courses on human development and learning and on legislation and government policies relating to education.

Course calendar descriptions confirmed the inclusion of courses on human development and learning including the required courses Learning and Human Development for the concurrent Intermediate/Senior program, Learning and Adolescent Development for the consecutive Intermediate/Senior program and Learning and Child Development for the Primary/Junior consecutive program. Candidates in all programs take the required course Individual Needs and Diversity. Samples of candidate assignments provide additional evidence that theory and foundation courses include human development and learning. While some courses, such as Individual Needs and Diversity and Learning and Adolescent Development, have a major focus on human development and learning, numerous other courses, such as Information Literacy, include calendar descriptions that clearly delineate the inclusion of a human development and learning component as well. The Program Director confirmed that human development and learning courses at UOIT place a major emphasis on child development in the Primary/Junior division and adolescent development in the Intermediate/Senior division, and that the major principles of these courses also form part of the core methods and curriculum courses. Assignments completed by teacher candidates indicate that they have used and cited Ministry documents that engage students of all levels of abilities and interests. Both teacher candidates and faculty members described the frequency with which relevant Ministry documents such as Education for All/Learning for All and Growing Success are accessed and discussed by teacher candidates. Associate Teachers and principals noted that teacher candidates were both knowledgeable and proficient in addressing issues related to differentiated learning and special education. The teaching theory and foundation courses in both the Primary/Junior and Intermediate/Senior consecutive programs and in the Intermediate/Senior concurrent program include courses on human development and learning.

Courses on legislation and government policies relating to education are included in all programs. Teacher candidates noted that school policies and legislation related to education form part of all courses offered at UOIT. This information was verified by alumni who stated that they focused on the regulations related to teacher behaviour and utilized the Ontario College of Teachers’ website to access many case studies while at UOIT. The UOIT library collection includes print copies of some legislation, such as the Education Act. The majority of government documents are available online within the wireless environment of UOIT. Teacher candidates learn how to locate these documents online as well as learning how to use these resources. While aspects of legislation and government policies are embedded in the required course Contemporary Educational Practices, legislative elements are also incorporated into many other courses. Concurrent faculty stated that issues such as safety considerations in a secondary school science lab are incorporated into the science courses of concurrent candidates. The Practicum Coordinator stated that in weekly meetings with teacher candidates, issues related to legislation are discussed in preparation for practicum placements.

Conclusion

Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 11 is fully satisfied for all programs reviewed.


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 all programs of professional education  reviewed 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 curriculum vitae of all faculty members list their academic qualifications, research programs and publications. There are 21 faculty members with doctoral qualifications. All 21 hold BEd., DipEd. or Master of Teaching degrees.

Many full-time faculty members are former practitioners with experience in education who have expertise in the divisions and components of the program.The curriculum vitae for the sessional instructors and practitioners indicate that the Faculty of Education currently employs practitioners with appropriate experience in the field of education. Sessional instructors hold qualifications across all four divisions and in multiple subject areas.

Conclusion

Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 12 is fully satisfied for all programs reviewed.


Requirement 13

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

Findings

The evidence indicates that the Faculty of Education at UOIT maintains adequate internal controls to preserve the integrity of teacher candidate records relating to all programs of professional education reviewed.

The Registrar and the Assistant Registrar confirmed that The Office of the Registrar is responsible for admissions and maintaining student records. UOIT complies with the Freedom of Information and Protection of Privacy Act (FIPPA), and has demonstrated evidence of processes and procedures to ensure document integrity. All documents pertaining to the academic record, including grades, academic standing and general student information, are stored in both an electronic and hard copy form. These documents are housed in a secure file room and are accessible only to specific administrators such as the Registrar, appropriate officers, the manager of the division for the specific course, or the Dean, depending on what information is needed. The IT Specialist stated that documents are stored electronically using the Banner/Oracle security system, a security system commonly used by universities across Canada.

UOIT uses the Ontario Universities Application Centre (OUAC) to manage transcript and other admission requirements. Documents related to Registration and Academic Progress are itemized and clear retention policies are in place. Admission documents such as transcripts, supplementary application items including personal profiles, letters of reference, and evidence of oral and written English proficiency, are saved electronically and in hard copy for a one year period, and the documents of students who are enrolled are preserved for 10 years in hard copy and permanently in electronic form. Documents preserved include all academic records (including grades and practicum evaluations).

Conclusion

Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 13 is fully satisfied for all programs reviewed.


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 UOIT is committed to continuous improvement and quality assurance in all programs reviewed and has implemented measures demonstrating that commitment for all programs reviewed.

On-going systematic reviews undertaken by the Faculty of Education include course evaluations and the University Program Reviews. Faculty members confirmed that the Dean meets with faculty twice each year to review student exit surveys regarding course and professor/instructor evaluations. These data are used when considering revisions relevant to course format and structure, and contribute to course quality assurance. The faculty also stated that the Dean modifies some aspects of the program based on the feedback from the student submissions. In particular, the program has been reduced from 580 hours to 460 hours, a result of student feedback as well as faculty advice. The program continues to be 100 hours longer than the average Ontario program.

In 2009-2010, faculty members engaged in a year-long review of the UOIT Faculty of Education conceptual framework. The faculty’s webpage and posters around the school depict the new framework.

Members of the Teacher Education Advisory Committee (TEAC) confirmed involvement in the process of continuous improvement. The TEAC sponsors and supports several conferences each year, including TechnoEdge, the Annual Research Conference and Arts and Ideas.

Conclusion

Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 14 is fully satisfied for all programs reviewed.


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 UOIT has a Teacher Education Advisory Council (TEAC) that functions in an advisory or liaison capacity in relation to all programs of professional education reviewed.

A Teacher Education Advisory Committee (TEAC) exists for all programs in the Faculty of Education at UOIT. The TEAC is composed of representatives of the Faculty of Education administration, faculty members, teacher candidates, representatives of partner school boards and other community stakeholders. 

The TEAC serves as both a liaison and an advisory body, meeting twice annually.  TEAC input and feedback are evidenced in revisions to the Conceptual Framework and in decisions regarding library acquisitions. The TEAC has sponsored two major conferences recently, TechnoEdge and Arts and Ideas, and also supports the Annual Research Conference held by the Faculty.

Conclusion

Based on the information provided for the Accreditation Committee to consider, it finds that Requirement 15 is fully satisfied for all programs reviewed.


Decision of the Accreditation Committee

General Accreditation

For the reasons set out above, the Accreditation Committee finds that the following programs of professional offered by the Faculty of Education at the University of Ontario Institute of Technology fully satisfy the requirements of Regulation 347/02, Accreditation of Teacher Education Programs.

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

The Accreditation Committee grants general accreditation to these programs for a period of seven years until June 29, 2018 or for an amended period of time that is in accordance with Section 15 of Regulation 347/02, Accreditation of Teacher Education Programs.

Accreditation Committee
Ontario College of Teachers
June 29, 2011


Decision Regarding the Enhanced Teacher Education Program Verification Report

Read the Full Decision

Confirmation of Accreditation

The Accreditation Committee finds that the following programs of professional education offered by the Faculty of Education, University of Ontario Institute of Technology (UOIT) 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 and Intermediate/Senior divisions, leading to a Bachelor of Education degree
  • Concurrent program of professional education with areas of study in the Intermediate/Senior divisions, leading to a Bachelor of Education degree

The Accreditation Committee confirms general accreditation of these programs to continue until June 29, 2018.

Accreditation Committee
Ontario College of Teachers
April 7, 2016

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