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Accreditation Committee Decision

Faculty of Education, University of Windsor – Application for General Accreditation of the Multi-Session Program of Professional Education in Technological Studies


Introduction

Decision of the Accreditation Committee Regarding the Application for General Accreditation of the Multi-Session Program of Professional Education in Technological Studies

The Faculty of Education at the University of Windsor, Ontario submitted an application on October 1, 2008 for general accreditation of the Multi-session Program of Professional Education in Technological Studies leading to a Bachelor of Education degree or a Diploma in Education.

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

  1. conduct a review of the aforementioned program of professional education
  2. act in an advisory role to the Accreditation Committee by,
    1. reporting to the Accreditation Committee on its findings, and
    2. making recommendations to the Accreditation Committee with respect to the accreditation of the Multi-session Program of Professional Education in Technological Studies.

The panel was established in accordance with the criteria set out in Section 6 of Regulation 347/02. All panel members had experience in teacher education and/or the accreditation process. Four panel members had specific expertise in technological education.

The panel reviewed a written self-appraisal report of the program and other documentation provided by the Faculty of Education at the University of Windsor. The panel conducted an on-site review from November 16 - 21, 2008 that included an examination of artefacts, interviews with faculty and stakeholders, and a review of the resources at the facility. There were no submissions from the public regarding the program.

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 Multi-session Program of Professional Education in Technological Studies offered by the Faculty of Education at the University of Windsor qualified for general accreditation.

In making its decision, the Accreditation Committee considered the Accreditation Panel Final Report dated April 9, 2009, the dean’s response to the draft report dated April 8, 2009 and the regulatory requirements of Regulation 347/02, Accreditation of Teacher Education Programs and Regulation 184/97, Teachers’ Qualifications.


Decision of the Accreditation Committee at its Meeting of April 21, 2009

Requirements and Findings

The reasons for the committee’s decision and the facts upon which it is based follow herein:

Requirement 1

The provider of the program is a permitted institution.

Findings

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

The University of Windsor Act, 1962-63 states that the university has powers to establish and maintain faculties and confer academic degrees in any and all branches of learning.
An Order-in-Council dated May 14, 1970 approved the agreement between the Ontario Minister of Education and the University of Windsor for the university to assume the function of the Windsor Teachers’ College and establish the Faculty of Education as an integral part of the university.

Conclusion

Based upon the information provided for the Accreditation Committee to consider, it finds that Requirement 1 is fully satisfied.


Requirement 2

The program has a clearly delineated conceptual framework.

Findings

The evidence indicates that the program of professional education has a clearly delineated conceptual framework.

The Faculty of Education approaches teaching and learning from a social constructivist perspective that includes student-centred active learning, authentic activities and the integration of prior experiences in learning through social interaction.

The conceptual framework is found in the Faculty of Education’s published mission, vision and goals for teacher education. The conceptual framework underpins the design of the program and courses, the hiring of new faculty, the nature of teacher candidates’ assignments, and assessment strategies. Teacher candidates participate in group work that requires collaboration and are engaged in activities during which they create their own knowledge.

Conclusion

Based upon the information provided for the Accreditation Committee to consider, it finds that Requirement 2 is fully satisfied.


Requirement 3

The program is consistent with and reflects,

  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 program of professional education is consistent with and reflects the Ontario College of Teachers’ Ethical Standards for the Teaching Profession and Standards of Practice for the Teaching Profession, current research in teacher education and in the integration of theory and practice in teacher education.

Current and past teacher candidates confirmed that both the ethical standards and the standards of practice are infused throughout the program. The Faculty of Education’s learning outcomes for the Technological Studies teacher education program reflect the ethical standards and the standards of practice. The ethical standards are specifically addressed in the Issues in Education course. The standards of practice are covered explicitly in the foundation courses and are an assessment component of the practicum.

Current research directs program planning, organization and implementation. The structural and conceptual elements of the program (that is, program design, design of the methodology and foundation courses, and the integration of theory and practice) are informed by current research.

The program structure, with the practicum situated in between the two summer sessions, provides multiple opportunities for reflection and integration of theory in practice. The design of courses illustrates the relationship between theory and practice. Real life examples and issues are integrated into classroom instruction. The program emphasizes learning by doing and assignments require the integration of theory in practice. Teacher candidates complete a Professional Growth Portfolio, with the purpose of integrating and interrelating theory and practice.

Conclusion

Based upon the information provided for the Accreditation Committee to consider, it finds that Requirement 3 is fully satisfied.


Requirement 4

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

Findings

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

The program structure, format and learning activities are influenced by current research in education and technological studies. The current Ministry of Education curriculum for Technological Studies informs the program curriculum and the pedagogical approaches and instructional design in course delivery. Course outlines reference current research in education that informs faculty presentations, classroom discussions and assigned readings.

The Ontario Curriculum informs the pedagogical approaches and instructional design in the courses. Performance tasks and learning activities also reflect the Ontario Curriculum. The Ministry of Education curriculum documents are referenced in course outlines and, in particular, the method and foundation courses.

The Technological Studies curriculum includes the application of current research in teacher education and technological studies as the foundation of program planning, instructional design principles and approaches in courses. Faculty members are encouraged to use teaching strategies described in current research literature pertaining to adult learning models. The teacher candidates read and reflect on recent research literature as they seek ways to improve student learning, and they complete an action research project during the practicum.

The Technological Studies program is based on the Ontario Ministry of Education curriculum policies for Technological Education for the Intermediate (Grades 9 and 10) and Senior (Grades 11 and 12) divisions. The method and foundation courses focus on the theory and practice of curriculum development and on methods of facilitating learning in the integrated technologies (Grade 9) and broad-based technologies (Grades 10 to 12). Portions of the method courses are delivered in broad-based technological facilities in a secondary school.

A wide knowledge base is demonstrated by the program’s inclusion of such areas as differentiated instruction, design-down model for planning instruction, multiple intelligences and inclusionary education. The program includes Ministry of Education initiatives such as Student Success - Learning to 18, safe schools and literacy across the curriculum.

Conclusion

Based upon the information provided for the Accreditation Committee to consider, it finds that Requirement 4 is fully satisfied.


Requirement 5

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

Findings

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

A fundamental principle underlying all courses at the Faculty of Education is the importance of understanding the mutual dependence of theory and practice, so that teachers can make informed and research-based choices when designing curriculum. Courses in the program introduce teacher candidates to theories of teaching, learning and curriculum development; integrate current theory and research, and link theory with everyday practice. The theory underpinning the approaches to Technological Studies is infused throughout the methodology courses.

The course content of the Technological Studies program includes method and foundation courses. The method courses introduce and extend the theory and practice of curriculum development for broad-based technology. They also focus on the methodology and processes of facilitating learning in the integrated technologies and broad-based technology courses. The foundation courses cover such areas as child growth and development, the learning process, methods of differentiated classroom instruction, special education, legislation and policies for education, and issues in education.

The application of theory in practice occurs during the practicum where teacher candidates apply theories underlying teaching practice to teaching in their broad-based technology area. For example, two assignments, one focused on inquiry-based learning and the other on design, are developed in the first summer session, carried out in the candidates’ classrooms during their practicum and critiqued in the second summer session.

Conclusion

Based upon the information provided for the Accreditation Committee to consider, it finds that Requirement 5 is fully satisfied.


Requirement 6

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

Findings

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

The Technological Studies program is a multi-session program composed of a first summer session at the Faculty of Education, a practicum and internship that takes place over the subsequent school year, and a second summer session at the Faculty of Education. All courses in the program focus on teaching technological education in the intermediate (Grades 9-10) and senior (Grades 11-12) divisions. There are three integrated components in the Technological Studies program: an academic program component, a field experience component and a professional learning component.

The program is structured for teacher candidates who have been teaching technological education on a Letter of Permission and require completing a teacher education program in technological education to be eligible for teacher certification. Teacher candidates who enter the first summer session must have a full-time teaching position to return to in the subsequent fall where they complete the 194 day practicum/internship during the school year. Teacher candidates teach on a Certificate of Qualification (Limited) during the school year. Subsequently, the teacher candidates return to the Faculty of Education to complete the second summer session. Courses in the summer sessions are delivered through face-to-face instruction.

The program structure contains method courses that focus on the processes of facilitating learning in the integrated and broad-based technology courses, foundation courses that focus on the fundamentals of teaching and learning and the practicum/internship.

Conclusion

Based upon the information provided for the Accreditation Committee to consider, it finds that Requirement 6 is fully satisfied.


Requirement 7

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

Findings

The evidence indicates that the teacher candidates are assessed and informed of their progress on an ongoing basis throughout the program.

Assessment and evaluation of teacher candidates in the Technological Studies program are seen as necessary and integral parts of the candidates’ teaching and learning, and are guided by theoretically grounded principles, such as portfolio-based learning and assessment for learning. Planning for assessment includes determining its purpose, deciding when to collect evidence, and selecting the most appropriate methods and tools or techniques to use.

Assessment of a teacher candidate’s performance is based on a wide variety of methods and tools, including observation, self-assessment, practice assignments, quizzes, rating scales and oral and written reports. Teacher candidates are assessed and informed of their progress at several stages throughout the teacher education program during the summer sessions and the practicum.

During the practicum, the school principal offers formative feedback to teacher candidates on a regular basis and summatively assesses each teacher candidate twice during the school year. The faculty advisor reviews all material from the practicum, including the teacher candidate’s practicum assessments, the professional growth portfolio, the inquiry project and the documentation regarding their professional learning. Timely feedback on progress is provided.

Conclusion

Based upon the information provided for the Accreditation Committee to consider, it finds that Requirement 7 is fully satisfied.


Requirement 8

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

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

Findings

The evidence indicates that the practicum includes observation and practice teaching in an instructional setting in schools or other situations that use the Ontario curriculum or in situations approved by the College and that a faculty member is appointed as an advisor for each student.

The Technological Studies program includes observation and practice teaching in an instructional setting in an Ontario publicly funded secondary school. The practicum requires each teacher candidate to spend a full day at each of two different schools that offer their broad-based technology, within or outside their school board, for the purposes of observing the instruction of experienced technology teachers in the intermediate and senior divisions. The practicum involves both observation and practice teaching in schools that use the Ontario broad-based technological studies curriculum.

This program is based on an internship model for teacher candidates who were teaching on a Letter of Permission. After the teacher candidate completes the first summer session of the program, the teacher candidate begins the practicum year and must complete 194 days of practice teaching. During this practicum year, the teacher candidate is also a certified teacher who has been granted a Certificate of Qualification (Limited), and is employed as a full-time technological studies teacher in a school board. The teacher candidate, as an employed teacher, is also a member of the appropriate teachers’ federation.

Every teacher candidate has practicum experiences in the technology area for which they are seeking qualification, in both the intermediate (Grades 9 and 10) and senior (Grades 11 and 12) divisions. Teacher candidates’ practicum takes place in technological studies in both the Intermediate and Senior divisions.

The principal of the teacher candidate’s practicum school serves in the role of an experienced teacher, and observes and supervises the teacher candidate. The principal performs a summative assessment each semester during the practicum. While the candidate is supervised by the school principal, support is provided by a mentor teacher. In preparation for determining the final grade for the practicum, the faculty advisor reviews all material from the practicum, including the teacher candidate’s practicum assessments, the professional growth portfolio, the inquiry project and the documentation regarding their professional learning.

Evidence provided by the Program Coordinator, teacher candidates and alumni confirmed that the faculty advisor maintains regular contact with the teacher candidates during the practicum.

Conclusion

Based upon the information provided for the Accreditation Committee to consider, it finds that Requirement 8 is fully satisfied.


Requirement 9

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

Findings

Successful completion of the 194-day practicum/internship in the teacher candidate’s broad-based technology area is a requirement for the completion of the Bachelor of Education degree/Diploma in Education in Technological Studies and a recommendation to the Ontario College of Teachers for certification.

Conclusion

Based upon the information provided for the Accreditation Committee to consider, it finds that Requirement 9 is fully satisfied.


Requirement 10

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

Findings

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

The method courses Principles and Methods of Teaching Technological Studies, Parts 1 and 2 focus on methodology and processes for facilitating learning in the integrated technologies in Grade 9 and the broad-based technologies in Grades 10 to 12. Teacher candidates focus on learning theories and learn and apply instructional planning, classroom management skills and diagnostic, formative and summative assessment and evaluation strategies.

The summer courses provide opportunities for teacher candidates to develop unit plans, courses of study, and student learning modules for Grades 9 and 10 and Grades 11 and 12.

Conclusion

Based upon the information provided for the Accreditation Committee to consider, it finds that Requirement 10 is fully satisfied.


Requirement 11

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

Findings

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

The course content of the Technological Studies program introduces teacher candidates to theories of teaching, learning and curriculum development. In the first summer of the program, candidates complete a foundation course in Psychology in Education that focuses on individual growth and development and the learning process. Candidates also take a course in Educational Foundations, Law and Ethics which introduces legislation and government policies relating to education. In the second summer, candidates complete foundation courses in Differentiated Instruction for Students with Special Needs and Introduction to Issues in Education, which deals with contemporary Canadian educational matters.

Conclusion

Based upon the information provided for the Accreditation Committee to consider, it finds that Requirement 11 is fully satisfied.


Requirement 12

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

  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 six faculty members teaching in the Technological Studies program are an appropriate combination of persons with appropriate academic qualifications. Three faculty hold doctoral degrees and all but one holds a bachelor’s degree. That faculty member has a Diploma in Technology (Architecture), a Diploma in Technical Education, and an Honours Specialist in Technological Studies. The
co-ordinator of the Technological Studies program has a Bachelor of Education degree in Technological Studies and is completing a Master of Education degree. She holds a Red Seal and Certificate of Qualification in a designated trade.

Faculty teaching the program are practitioners with appropriate experience in the field of education. The co-ordinator of the Technological Studies program has extensive work and teaching experience in the broad-based technologies areas and has served in a number of leadership roles. Further examples include a foundations course instructor who has done graduate course work and research related to education foundations, law and ethics. The faculty member teaching Psychology in Education is a registered psychologist.

Five of the six faculty members teaching in the Technological Studies program are certified to teach in Ontario and have experience teaching in secondary schools. Faculty members who teach the method courses have experience teaching technological education in secondary schools. The faculty member teaching the Differentiated Instruction course holds a specialist qualification in Special Education. The co-ordinator of the Technological Studies program has secondary school teaching experience in technological studies, experience as a special assignment teacher for the Youth Apprenticeship Program and experience as a Pathways to Success teacher and a vice-principal.

Conclusion

Based upon the information provided for the Accreditation Committee to consider, it finds that Requirement 12 is fully satisfied.


Requirement 13

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

Findings

The evidence confirmed that the University of Windsor Faculty of Education maintains adequate internal controls to preserve the integrity of teacher candidates’ records.

The Faculty of Education’s security protocols comply with the University of Windsor’s policies and the requirements of the Freedom of Information and the Protection of Privacy Act on secure maintenance of teacher candidates’ records. A limited number of faculty and staff have access to teacher candidates’ records through the Student Information System, by permission of the dean only. Teacher candidates must use both a student number and an access code to access their personal information through the secure on-line Student Information System.

Conclusion

Based upon the information provided for the Accreditation Committee to consider, it finds that Requirement 13 is fully satisfied.


Requirement 14

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

Findings

The evidence indicates that the Faculty of Education is committed to the program's continuous improvement and quality assurance and has implemented measures demonstrating that commitment.

The University of Windsor’s Faculty of Education has a rigorous process of continuous improvement and quality assurance. Examples include annual reports on progress towards the faculty’s achievement of the objectives in its academic five-year plan and annual reports on progress towards enacting the recommendations from Undergraduate Program Reviews. Since the introduction of the Technological Studies program in 2006, there have been two reviews of the program. The Faculty of Education has integrated recommendations from these reviews into program changes.

The Faculty of Education plans revisions to the program to meet revised regulatory requirements that will include new technological education qualifications introduced in Schedule B of Ontario Regulation 184/97. The faculty also plans to align its current Technological Studies program to meet the requirements of the Ministry of Education’s revised technological education curriculum and the introduction of new technology areas.

Evidence considered confirmed that faculty members provide annual feedback on the program and teacher candidates complete course evaluations for each course and an exit survey about the program.

Conclusion

Based upon the information provided for the Accreditation Committee to consider, it finds that Requirement 14 is fully satisfied.


Requirement 15

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

Findings

The evidence indicates that the Teacher Education Advisory Committee’s (TEAC) functions include advising the Faculty of Education on programmatic changes, contributing to the development of new initiatives, and sharing information on recent developments in the respective constituencies.

The TEAC is chaired by the dean of education and has a broad membership from the faculty’s educational constituencies, such as Faculty of Education representatives including the Technological Education program co-ordinator, directors of local school boards, and representatives of the Ministry of Education, Ministry of Training, Colleges and Universities, University of Windsor board of governors, teacher federations, teacher candidates and parents.

The TEAC has given advice on the formation and development of the Technological Education teacher education program and that advice has been accepted by the Faculty of Education.

Conclusion

Based upon the information provided for the Accreditation Committee to consider, it finds that Requirement 15 is fully satisfied.


Decision

For the reasons set out above, the Accreditation Committee finds that the Multi-Session Program of Professional Education in Technological Studies, leading to a Bachelor of Education or a Diploma in Education, offered by the Faculty of Education at the University of Windsor, fully satisfies the requirements of Regulation 347/02, Accreditation of Teacher Education Programs.

The Accreditation Committee grants general accreditation for a period of five years (April 21, 2014) or such shorter period of time as may be requested by the Faculty of Education of the University of Windsor.

Accreditation Committee
Ontario College of Teachers
April 21, 2009


Amendments to Expiry Date

In accordance with the May 1, 2009 amendment to the accreditation period for programs of professional education in the Accreditation Regulation, the expiry date for this program is amended to October 6, 2012.

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

On June 23, 2009, the Accreditation Committee and the Faculty of Education at the University of Windsor agreed to extend the general accreditation period for this program to October 6, 2013 to enable all accredited programs at the institution to have a harmonized expiry date that aligns with the undergraduate program reviews conducted internally by the university.

Accreditation Committee
Ontario College of Teachers

June 23, 2009

Pursuant to Section 15.2(1) of the Accreditation Regulation, the Accreditation Committee granted an extension of accreditation until October 6, 2016 for this program to enable time to implement the new enhanced teacher education program required in September 2015.

Accreditation Committee
Ontario College of Teachers
November 19, 2013


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 Windsor 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, Junior/Intermediate and Intermediate/Senior divisions, leading to a Bachelor of Education degree
  • Concurrent program of professional education with areas of study in the Primary/Junior and Intermediate/Senior divisions, leading to a Bachelor of Education degree, including the ECE Concurrent program for Primary/Junior divisions
  • Multi-session consecutive program of professional education with areas of study in Technological Education subjects at the Grades 9/10 and Grades 11/12 level, leading to a Bachelor of Education degree or a Diploma in Technological Studies

The Accreditation Committee confirms general accreditation of these programs to continue until October 6, 2016.

Revocation of Accreditation

The Faculty of Education at University of Windsor advised the Ontario College of Teachers of its intent to cease to provide the concurrent program of professional education with areas of study in the Junior/Intermediate divisions. Pursuant to subsection 20(4) of the Accreditation Regulation, the Accreditation Committee revoked accreditation of these areas of study effective May 31, 2016.

In accordance with subsection 22(2), the Junior/Intermediate division areas of study are deemed accredited for candidates who are currently enrolled. This decision does not impact the Primary/Junior and Intermediate/Senior division areas of study in the concurrent program which is accredited until October 6, 2016.

Accreditation Committee
Ontario College of Teachers
May 31, 2016

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