Proposed Master of Teaching Program

Documentation for the Ontario College of Teachers Interim Accreditation Review


Section 1  Proposal Brief (Introduction)

1.1  Internal Appraisal

1.2  Conceptual Framework

1.3  Program Monitoring and Evaluation

1.4  Conclusions

Section 2  Conceptual Framework

2.1  Program Overview

2.2  Special Characteristics of the Program

2.3  Institutional and Constitutent Needs that the Program Fulfills

2.4  OISE/UT Vision and Mission Statements

2.5  Description of how the MT Program Supports the Standards of Practice for the Teaching Profession

Table 1:  Correspondence between OCT Standards and OISE/UT Conceptual Framework

Section 3  Courses

Table 2:  Relationship of MT Courses to the Standards of Practice for the Teaching Profession

3.1  Methods Courses

3.2  Foundations Courses

3.3  Religious Education

3.4  Practicum Courses

3.5  Elective Courses

Section 4  Practicum and Internship Details

4.1  Partnership Agreements with District School Boards

4.2  Handbooks for Teacher Candidates and Associate Teachers

4.3  Assessment Criteria

4.4  Selection Criteria for Associate Teachers

4.5  Selection Mechanisms for Associate Teachers

4.6  Alternative Practicum Placements

4.7  Supervision Practices

4.8  Definition of Terms

4.9  Responsibilities of Associate Teachers and Faculty during Practicum

Section 5  Resources

5.1  Overview

5.2  Technological Facilities

5.3  Student Services

Section 6  Assessment

6.1  Teacher Candidate Evaluation Methods

6.2  Program Evaluation

Section 7  Partnership Agreements

Section 8  Teacher Candidates

8.1  Admissions Process and Criteria

8.2  Recruitment Strategies

8.3  Equity Policies

8.4  Access Initiatives

8.5  Language Proficiency Policy

8.6  Strategies for Tracking the Success of Graduates

Section 9  Faculty and Personnel

9.1  College Information Form

9.2  Curriculum Vitae

9.3  Professional Development

Section 10  Faculty Governance

10.1  Teacher Education Advisory Committee

10.2  Resources for Teaching, Scholarship, and for Operating the Faculty

10.3  Evidence of Appropriate and Adequate Resource Allocations

10.4  Library/Technological Resources

10.5  Short- and Long-Term Program Implementation Plans

10.6  Congruence between MT Program and University of Toronto Goals

References


1  PROPOSAL BRIEF (INTRODUCTION)

Changing understandings of teaching and learning are creating new and exciting challenges for all educators. In this context, teaching and teacher education are increasingly acknowledged as vital to education reform. Policy makers, professionals and the public recognize that successful educational reform relies ultimately on teachers, and thus on teacher preparation and ongoing professional learning. The establishment of the Ontario College of Teachers (OCT) is a significant step in ensuring the high quality of teacher education in the province. The Ontario Institute for Studies in Education of the University of Toronto (OISE/UT) has supported the development of standards of professional practice for teachers and welcomes the opportunity to work with the College in the accreditation of the proposed Master of Teaching degree program.

This proposal outlines the two-year Master of Teaching (MT) degree program in Human Development and Curriculum (HDC). Graduates will be recommended to the Ontario College of teachers for certification to teach in either the primary and junior divisions or the junior and intermediate divisions of Ontario schools. The planned MT program combines high quality graduate work with high quality professional preparation. The demand for accomplished educators who have the capacity to assume a leadership role has never been greater. We believe that the proposed MT program with its well designed curriculum, excellent resources and faculty expertise will produce the kind of highly skilled, knowledgeable teaches who will meet this demand. Like the other preservice and graduate programs offered by OISE/UT, the MT program will be enriched by the Institute's leading role in research, scholarship, field development and commitment to teaching innovation.

A joint agreement has been made between two departments, the Department of Curriculum, Teaching and Learning (CTL) and the Department of Human Development and Applied Psychology (HDAP), allowing students to seek admission to the MT program through either of the departments. The commitment by the two departments to jointly provide the program with resources and services will enhance its overall quality. Further, this joint effort is in keeping with the direction outlined in the recent University of Toronto planning document -- Raising Our Sights: The Next Cycle of White Paper Planning, Key Priorities for 2000-2004 -- encouraging collaborative and combined programs.

1.1  Internal Appraisal

1.1.1  Need for Program

In 1993-94, the Royal Commission on Learning examined the Ontario educational system, including the role of the faculties of education in the province. At about the same time the Faculty of Education at the University of Toronto (FEUT), under the leadership of a Dean and Faculty Council Joint Committee, was completing a program renewal initiative. This initiative focused on (1) developing a set of design principles for high quality programs and (2) articulating a conceptual framework of key images of teaching and learning. The faculty adopted a set of Six Key Images to guide, critique, and lend cohesion to existing and future programs and, at the same time, made a commitment to lengthen the program.

In 1995, following the Royal Commission recommendation to extend teacher education programs to two years, the Ministry of Education issued a call for proposals for two-year pilot programs. Because of the work already underway, FEUT was in an excellent position to take advantage of this opportunity. The design of the pilot was informed by what had been learned during the previous few years at FEUT and by other broad-based research on teacher education and school improvement (e.g., Fullan, Galluzzo, Morris, & Watson, 1998; Goodlad, 1994). FEUT's pilot porgram, based on the Six Key Images and other aspects of the recent redesign discussions, was the largest (Allison & Watson, 1997) of the five provincial pilot programs funded by the Ministry.

Evidence from a systematic program evaluation, including a survey of graduates at the end of their first year of teaching, indicated that the two-year program was highly successful in preparing skilled and knowledgeable new teachers (Watson, Hart, & Jacka, 1997; Hart & Watson, 1998). A year into their teaching careers, graduates of the two-year elementary program rated the quality of their professional preparation and the calibre of their own teaching far higher than did graduates of the regular one-year program.

In 1998, as an outcome of internal review and the institutional evaluation of preservice programs, OISE/UT decided to offer initial teacher education programs at both the bachelor and master's level. The majority of OISE/UT teacher candidates would be enrolled in an extended and redesigned B.Ed. program. In addition, two master's degree programs, the M.A. in Child Study and the MT in Human Development and Curriculum, would also be offered permitting students a unique, research-based teacher education experience.

1.1.2  Professional and Financial Resources

OISE/UT is well suited from its location within a large urban university with superior resources and from its faculty expertise to support the proposed MT program. The research knowledge and teaching skill that the proposed faculty complement in the MT program possess is impressive. They have a broad range of experience and knowledge that is relevant to both the theoretical and applied aspects of the MT program. Through their preservice work they have developed positive school partnerships. These school partnerships form an integral component of the MT program that will enhance it considerably. MT students will not only have access to OISE/UT resources but also to the resources of the participating Toronto District School Board and Toronto Catholic District School Board.

The OISE/UT Education Commons provides library and computing services that are outstanding. The library has the largest collection of education-specific periodical and text material in Canada. The computer labs are equipped with up-to-date hardware and software. These labs are staffed by competent computer resource professionals who offer technical support and workshops. Appropriate classroom and office space has been allocated for students in the MT program.

Students entering this program will be eligible for the same sources of financial support as other master's and preservice students in the two departments. In addition to this financial support, a new graduate student fellowship is planned for the MT program. This fellowship will be awarded annually to two students entering the second year of the MT program.

Student funding is a source of concern throughout the University of Toronto and committed efforts are being undertaken to improve this situation. The work of the Provost's Task Force on Tuition and Student Financial Support and the University's commitment to increased funding for students are encouraging. OISE/UT is also committed to improving financial support for students as demonstrated by the additional $532,000 in student aid beginning in 1998. There is currently a campaign to generate substantial new endowed funding for students. These measures should be of significant help to our students.

1.2  Conceptual Framework

The proposal for the MT program is based on the success of the two-year pilot, but also draws on subsequent preservice redesign work at OISE/UT, the North American trend toward longer and more rigorous teacher preparation, and the ever-increasing interest in collaborative school/university partnership programs. The MT program will combine strong professional preparation with rigorous academic study. The program is now guided by the Ontario College of Teachers' Standards of Practice for the Teaching Profession, rather than the Six Key Images, both of which express similar principles and beliefs about teaching and professional practice. Section 2 of this brief details the conceptual framework for this program.

1.3  Program Monitoring and Evaluation

The decision to offer the MT was approved by OISE/UT Faculty Council in December 1998 and by the University of Toronto's School of Graduate Studies January 1999. The approval process for the Ontario Council of Graduate Studies (OCGS) is underway. As part of the OCGS process, two on-site reviews by senior external faculty were conducted in the fall of 1999. As outlined in their reports to OCGS, both reviewers were strongly supportive of the implementation of this new program. A final decision is expected from OCGS in April 2000.

Ongoing internal review will continue with the new MT program. Exit interviews or surveys will be conducted for all graduates of the MT program. We plan to survey MT graduates from the initial classes at the end of their second year of teaching, following a process similar to the 1998 study One Year Out: Follow-Up of 1997 OISE/UT Preservice Graduates . We will use the Standards of Practice for the Teaching Profession as the guiding framework for reviewing the program in terms of graduates' preparedness for entering teaching and their self-reported teaching success. Information on career progress for the initial cohorts five years after graduation will also be collected. Information from these surveys as well as regular program monitoring by faculty will be used to modify the program as needed.

1.4  Conclusions

While there is a North American movement to combined teacher certification/master's degree programs, there is currently only one program of this kind in Ontario. The Child Study and Education program at OISE/UT, which focuses on early childhood education, set a precedent by offering a master's degree combined with a recommendation for teacher certification. There is a strong need for more programs of this nature in Ontario. The changing demographics in Ontario will significantly influence the teaching profession well into the next millennium. The projected retirement of 70 percent of Ontario teachers within the next decade will generate an unprecedented demand for highly qualified, professional educators. We believe this situation demands immensely sophisticated teachers who have the capacity to be future leaders. With a strong conceptual understanding of core issues in human development, curriculum, teaching and learning combined with excellent professional preparation, MT graduates can be critical participants in the transformation and improvement of the teaching profession.


2  CONCEPTUAL FRAMEWORK

2.1  Program Overview

Overall, the program has two major goals, one academic and one professional. Academically, the goal of the MT program is to produce graduates who are conceptually grounded in human development, cognitive psychology, educational technology, curriculum, teaching, and learning. Graduates will be prepared to conduct research as well as apply their knowledge in a professional role. There will be an emphasis on interdisciplinary approaches for both research and teaching. The program will facilitate interaction of faculty and students from HDAP and CTL. Professionally, the goal of this program is to enhance and extend the critical and theoretical experiences for students preparing to teach. The intent is to provide a high level of academic rigor with a focus on helping new teachers develop the inquiry research skills that will ground them as professionals throughout their careers. Additionally, the program will increase the amount of time in school settings especially designed to promote developmental experiences. The academic rigor and clinical experiences will be designed to promote a coherent program for the students. The marketability and uniqueness of the proposed program will be a result of the combination of rigorous academic learning along with high quality teacher education.

Excellence in teaching and leadership - The objective of this program is to provide a superior professional education for students who aspire to leadership in the field of teaching as well as develop basic and applied research skills appropriate to the profession. Admission to the master's program will be from a wide variety of backgrounds. Entering students must meet the School of Graduate Studies' admission requirements (see Section 8.1) and the prerequisite course requirements as outlined by the Ontario College of Teachers.

Advanced understanding of the skills, knowledge, and dispositions required by a beginning teacher - Extended instructional time has been designed into the program to ensure that candidates will excel in developing the skills, knowledge and dispositions expected of a beginning teacher. Accordingly, the Ontario College of Teachers' Standards of Practice for the Teaching Profession is used as the conceptual and pragmatic organizer for the proposed program. Some existing graduate courses have been selected to appropriately address the Standards and ensure compatibility with the direction the College is taking. Where existing courses fail to address the Standards adequately, new courses were planned. In designing and selecting courses, minimum requirements have been extended to include instruction in educational leadership and change.

Grounded understanding of educational research and competence in research methodologies - CTL and HDAP both provide a broad multidisciplinary approach to educational research. The MT program will emphasize the application of basic research methods.

Strong technological competence to facilitate teaching and professional work - The MT program has been designed to ensure high levels of competence with educational computing technologies. Graduates will be skilled in integrating technology into their teaching and professional work.

Ontario College of Teachers accreditation and legal requirements - In addition to meeting the requirements of a graduate level program, this program is designed to meet the certification requirements of the Ontario College of Teachers. The skills, knowledge and dispositions outlined in the draft Standards of Practice serve as the criteria. The proposed proram is designed to meet these standards. As well, the program must meet the legal requirements under the Ontario College of Teachers Act for teacher certification programs. To this end, the program is designed to comply with Regulation 184 and courses have been included to address primary/junior and junior/intermediate specializations (CTL7003H), Learning Development (HDP1201H), Special Education (HDP4280H), Law (HDP7002), Curriculum (CTL7000Y, CTL1019H), and a minimum of 40 days of practicum (HDP7004H, HDP7005Y, and CTL1797H).

2.2  Special Characteristics of the Program

The proposed program is innovative in that it will be only the second program in Canada offering a master's degree and a recommendation for teacher certification. The program will be further enhanced by the special agreement between the two departments, HDAP and CTL, that allows students seeking admission to the program to be admitted through either of the departments. This commitment by the two departments to jointly provide the program with resources and services will enhance its overall quality.

This program will also build on the partnership that presently exists between OISE/UT and two boards of education, the Toronto District School Board and the Toronto Catholic District School Board. These partners were involved in the two-year pilot project and are committed to this two-year teacher certification/master's program. This partnership will give students in the program access to a wide range of resources including school district resource centres, resource materials and board resource personnel.

2.3  Institutional and Constituent Needs that the Program Fulfills

In brief, a two-year pilot project (1995-97) was undertaken in response to the Royal Commission on Learning's recommendations for longer teacher preparation programs. Students entered this one-time pilot program with a four-year undergraduate degree. They were awarded a B.Ed. leading to advanced standing toward a master's program at OISE/UT. At the conclusion of this pilot project, institutional researchers at OISE/UT conducted a systematic evaluation of its effectiveness. The findings were very positive. Comparisons of self-report data showed that students in the pilot program believed they were better prepared than those in the one-year program. It was also determined in the evaluation that the program's emphasis on research knowledge and theory was of sufficient depth to warrant offering a new teacher preparation program at the master's level and that applicants would meet the admission requirements of the School of Graduate Studies. Thus, OISE/UT initiated the development of a two-year master's program with a recommendation for teacher certification, which was formally approved by Faculty Council, December 1998. After receiving this approval, HDAP and CTL agreed to jointly develop the submitted program proposal. This was done in consultation with faculty in both departments and the School of Graduate Studies at the University of Toronto.

2.4  OISE/UT Vision and Mission Statements

The conceptual framework for the MT program begins with the vision and mission statements for the whole Institute. Further shape is given by the organizational requirements for preservice programs and the set of priorities developed through an ongoing process of program review.

2.4.1  Vision

OISE/UT adopted a vision statement at the time of the OISE/FEUT merger (Academic Integration Task Force, 1996), indicating that:

The organization strives to be an effective, interactive learning community, which, through research, scholarship, and excellent instruction, provides the theoretical knowledge base for education as a domain of advanced study and professional practice. OISE/UT is a centre of excellence for graduate studies, research, field development, initial and continuing education in Ontario. It is a central and integral part of the University of Toronto, with collaborative programs, joint appointments and linkages to a variety of professional faculties and departments.

This statement articulates a framework for the institution as a whole; preservice teacher education is a vital component within this overall vision.

2.4.2  Mission Statement

OISE/UT is committed to the study of education and matters related to education in a societal context in which learning is a life-long activity. Its mission emphasizes equity and access and the improvement of the educational experiences of people of all age levels and backgrounds. It includes partnerships with other organizations to address a wide array of problems, drawing upon the insights of academic disciplines and professional perspectives. OISE/UT is dedicated to national pre-eminence and international distinction in graduate studies, initial and continuing teacher education, research and field development in education, and to providing exemplary leadership within and outside the province of Ontario.

2.4.3  Organizational Requirements for OISE/UT Teacher Education Programs

OISE/UT preservice programs must address four areas (as confirmed by a resolution of OISE/UT Faculty Council in 1998). These areas were the outcome of an extensive internal review of current and future needs in preservice teacher education, including several rounds of consultation with faculty, staff, teacher candidates, associate teachers, principals and staff in partner schools. The areas addressed by OISE/UT teacher education programs are:

2.4.4  Best Practice

The conceptual framework for teacher education programs at OISE/UT has emerged and has been refined through an ongoing process of reflection and review, with broad consultation within the organization and with other partners and stakeholders. The 1996 merger strengthened preservice teacher education through connections with OISE/UT's work in teaching, research, graduate studies and field development, as well as the wider University context. Teacher education within the merged institute also draws on the solid foundation of much review and redesign work at FEUT in the early 1990s. Teacher education at OISE/UT emphasizes and confirms the central place of:

Table 1 demonstrates how the three components of the conceptual framework - Vision, Mission, and Skills, Knowledge and Dispositions/Best Practice - relate to the Ontario College of Teachers' Standards of Practice for the Teaching Profession.

2.5  Description of How the MT Program Supports the Standards of Practice for the Teaching Profession

The MT program in Human Development and Curriculum fits within the general OISE/UT vision and mission, but its conceptual framework is more focussed and specific. Two goals guide the MT program. Academically, the goal of this program is to create graduates who are conceptually grounded in human development and curriculum. Professionally, the goal of this program is to enhance and extend the critical and theoretical experiences for students preparing to teach. The program is designed with a high level of academic rigor with a focus on helping new teachers develop the inquiry research skills that will ground them as professionals. The coherence and marketability of the proposed program will be a result of the combination of high-quality and rigorous academic learning along with high-quality teacher education. The program will address the critical scholarly, research and professional skills required to OISE/UT graduates while also addressing the Ontario College of Teachers' Standards of Practice for the Teaching Profession.

In summary, the conceptual framework guiding the MT program encompasses the vision and mission of the whole Institute, meets the requirements of all OISE/UT preservice programs, but focuses in more depth on its academic and professional goals than would be possible in a one-year program. The professional curriculum is shaped and determined by the Ontario College of Teachers Standards of Practice for the Teaching Profession - Commitment to Students and Student Learning, Professional Knowledge, Teaching Practice, Leadership and Community, and Ongoing Professional Learning. This alignment ensures that OISE/UT MT graduates will be well prepared to begin their professional teaching careers.

Table 1. Correspondence Between OCT Standards and OISE/UT Conceptual Framework

 Elements of OISE/UT Conceptual Framework
 
 Vision
Mission
Skills, Knowledge and Dispositions/Best Practice
Commitment to Students and Student Learning
  • striving to be an effective, interactive learning community with excellent instruction
  • emphasis on equity, access, improvement of education for all age levels and backgrounds
  • addressing inequity and dealing positively with diverse learners
  • understanding principles of human development
  • program coherence with opportunities for candidates to individualize their courses
Professional Knowledge
  • knowledge base for advanced study and professional practice
  • study of education in a societal context in which learning is a lifelong process
  • curriculum and subject matter
  • legal and ethical dimensions of teaching
  • schools, schooling and education in a social context
  • application of insights from educational research
Teaching Practice
  • centre of excellence for field development, initial and continuing teacher education in Ontario
  • dedicated to national preeminence and international distinction in initial and continuing teacher education
  • range of teaching strategies and classroom management skills
  • varied and effective instruction and assessment
  • integrating technology and learning
  • planning and assessing student learning
  • creating a positive classroom learning environment
  • integrating foundations, curriculum and instruction, and field experiences
Leadership and Community
  • effective interactive learning community
  • U of T's collaborative programs, joint appointments, linkages
  • partnerships with academic disciplines and drawing on professional perspectives
  • providing exemplary leadership in and outside Ontario
  • working effectively with:
    • colleagues
    • students
    • parents
    • community
  • equity and diversity
Ongoing Professional Learning
  • centre of excellence for graduate study and research
  • study of education in which learning is a life-long activity
  • the culture of schools
  • critical reflection
  • initial teacher education as part of lifelong learning


3  Courses

The two-year MT program is composed of the equivalent of 16 half-courses (14 core and 2 electives), including practica, and is undertaken on a full-time basis. Flexibility is built into the program to permit a second subject specialization by intermediate candidates. In addition to the course work, all candidates must successfully complete a comprehensive examination at the end of the program to graduate and receive the MT degree and a recommendation to the Ontario College of Teachers for an Ontario College of Teachers Certificate of Qualification. Registration in the second year is contingent upon successful completion of all first-year work.

We have attempted to classify the courses as Methods or Foundations to fit the OCT framework. However, for some courses the distinction is not appropriate as both methods and foundations may be included. It is also important to note that preservice and graduate components will be integrated in all courses. A mapping of the courses to the Standards of Practice follows.

Table 2.  Relationship of MT Courses to the Standards of Practice for the Teaching Profession

Commitment to Students and Student Learning
Professional Knowledge
Teaching Practice Leadership and Community
Ongoing Professional Learning
Methods Courses          
1019-Auth. Assess. X X X X X
7000Y-Curr. & Inst. X X X X X
7003-Concept. Met. X X X X X
Foundations Courses          
4280-Adaptive Inst. X X X X X
4288-Reflect. Think X X X X X
1201-Child Dev. X X X X X
7002-Ethical, Legal X X X X X
1011-Anti-Disc. X X X X X
7001-Collaboration X X X X X
Practicum Courses          
7004-Practicum          
1797-Practicum          
7005Y-Internship          

All courses address aspects of each standard. Cells with yellow background identify major emphasis.

3.1  Methods Courses

CTL1910H  Authentic Assessment
In this course candidates will formulate a personal policy on student assessment, develop authentic assessment tools appropriate to teaching assignments, and assess the quality of authentic assessment strategies. Particular attention will be given to performance assessments, portfolios, self-evaluation, cooperative assessment, student beliefs and attitudes toward assessment, measurement of affective outcomes and professional standards for evaluating student assessment practices.

CTL7000Y  Curriculum and Teaching
An introduction to education techniques and the role of the teacher in implementing, evaluating and designing curricula for students in grades K to 10. Basic areas of the elementary curriculum will be introduced, including arts (drama, music, physical education and visual arts), communications, mathematics and science. Additionally, the course explores classroom management and illustrates methods for curriculum planning and development including practical assessment strategies. This course is normally open to students in the MT in Human Development and Curriculum program only.

CTL7003H  Conceptual Basis for Methods of Teaching in Primary/Junior or Junior/Intermediate Classrooms
This course examines the conceptual basis underlying teaching methods, problems, and issues related to curricula in the primary and junior divisions (junior kindergarten to grade 6) or junior and intermediate division (grades 4-10). Instruction is given in general methods and specific approaches to teaching. Junior/Intermediate students will specialize in one of the subject areas listed in Schedule A of Regulation 184 of the Education Act. Opportunities to observe and participate in the activities of the elementary school classroom will be provided to consolidate conceptual understanding and develop skills in the applied delivery of curriculum. This course is normally open to students in the MT in Human Development and Curriculum program only.

3.2  Foundations Courses

The first two courses listed here cover both Methods and Foundations.

HDP4280H  Introduction to Special Education and Adaptive Instruction
A critical analysis of current issues related to philosophy, practice, administration, integration and inclusion, and instructional and classroom adaptations. This course is intended primarily for students in the MT program.

HDP4288H  Reflective Teaching and Analysis of Instruction
This course is designed to develop students' awareness of, reflection about, and evaluation of their own professional knowledge and skills in relation to classroom-based assessment and remediation of generic learning skill deficits in diverse student populations.

HDP1201H  Child and Adolescent Development
This course addresses factors involved in child development (preschool period, early school years, intermediate years, adolescence) and the problems of each period. As well, preventive and remedial phases of mental health are examined.

HDP7002H  Ethical, Legal and Professional Issues in Education
This course provides students with an overview of legal, ethical and professional issues as they relate to the educational practitioner. Models of decision making designed to assist practitioners with ethical concerns are reviewed and practiced with a variety of case examples. Issues are also examined in relation to professional conduct and responsibilities. This course will address school law in Ontario. This course is normally open to students in the MT in Human Development and Curriculum program only.

CTL1011H  Anti-Discriminatory Education in School Settings
In this course we will identify spaces in which we find discrimination in education -- for example, within interactions between teachers and students; administrators and students; students and students; students and the curriculum; teachers and the curriculum; administrators and teachers; teachers and parents; parents and administrators -- and we will discuss how we can use these spaces or locate new ones to do anti-discriminatory educational work in school settings. Emphasis in the course will be placed on integrating theory and practice. We will attempt to link our discussions of practice to theory and our discussions of theory to practice.

CTL7001H  Collaboration, Curriculum, Community and Teaching
This course will enable candidates to analyze the interrelated conditions that shape the classroom context specifically and educational change generally. The impact of community and collaboration upon the curriculum and role of the teacher are studied in detail. Topics include cooperative learning, parental participation, and the influence of collegial relationships with students, parents, community, government and social business agencies upon the classroom and the school. This course is normally open to students in the MT in Human Development and Curriculum program only.

3.3  Religious Education

OISE/UT teacher candidates interested in teaching in the Roman Catholic Separate School system can choose to take a religious education course. A description of preservice religious education, related to the Standards of Practice for the Teaching Profession, is provided in the documentation.

3.4  Practicum Courses

HDP7004H  Practicum in Schools
Supervised experience in an area of fieldwork, under the direction of faculty and field personnel. Students are placed in partnership schools in public and separate school systems and in other settings. Students are under the joint supervision of a field teacher on site and an academic staff member at OISE/UT. The practicum provides a minimum of 30 days of field experience. This course is normally open to students in the MT in Human Development and Curriculum program only.

HDP7005Y  Practicum Internship
Students are placed in partnership schools in public and separate school systems and in other settings. Students are under the joint supervision of field teachers on site and an academic staff member at OISE/UT. The practicum provides a minimum of 80 days of field experience as junior staff members within school settings. This course is normally open to students in the MT in Human Development and Curriculum program only.

CTL1797H  Practicum in Curriculum: Master's Level
Supervised experience in an area of fieldwork, under the direction of faculty and field personnel.

3.5  Elective Courses

In addition to core courses, students must select two electives from course offerings in the Departments of Curriculum, Teaching and Learning and/or Human Development and Applied Psychology. Choice of electives is contingent upon the approval of the student's Faculty Advisor.


4  Practicum and Internship Details

Practicum
The three practicum courses are listed above.

Candidates are supported in their practicum by the Practicum Office, by their peers, and by faculty members (school visits, telephone contact, e-mail contact).

Internship
As teaching is increasingly acknowledged as a complex and difficult challenge, many jurisdictions, both in Canada and outside, have moved to broaden and lengthen teacher education programs and, in particular, field experiences wtihin these programs. At OISE/UT, the results of the formal evaluations plus the experiences of instructors, field personnel and teacher candidates in the two-year pilot influenced the decision to extend the one-year program through an internship.

In addition to university coursework, in year two, teacher interns also work as junior staff members in either primary/junior or junior/intermediate classrooms with focus on refining and extending competencies, engaging in more long-term, project-based graduate research and development activities, and combining independent and collaborative activities. The teacher intern's time is concentrated in one school permitting ongoing contact with the school teacher educators with additional support from faculty teacher educators.

4.1  Partnership Agreements with District School Boards

OISE/UT meets with the Toronto District School Board and Toronto Catholic District School Board regularly to review the conditions of the verbal partnership. The following are the individuals with whom the MT faculty will communicate regarding all issues pertaining to OISE/UT MT practicum placements.

Toronto District School Board Ms. Jacqueline Kemball
Superintendent of Human Resources

Ms. Penny Munstin

Ms. Jean Shaw
Principal - Human Resources Services
Toronto Catholic District School Board Mr. Gary Poole, Superintendent

4.2  Handbooks for Teacher Candidates and Associate Teachers

See Practicum Information Booklet 1999-2000

4.3  Assessment Criteria

4.4  Selection Criteria for Associate Teachers

4.5  Selection Mechanisms for Associate Teachers

Our selection mechanisms are negotiated among the principal, school liaison and faculty representatives in accordance with the selection criteria identified in the Roels of Stakeholders pamphlet.

4.6  Alternative Practicum Placements

All practicum placements must be carried out under the supervision of Ontario College of Teachers licensed teachers. The faculty places candidates in publicly funded schools, both non-Catholic and Catholic, in the Toronto District School Board and the Toronto Catholic District School Board, both of whom strongly support the new MT program.

4.7  Supervision Practices

The supervision of teacher candidates is conducted by school teacher educators with assistance given by the school liaison teacher and faculty advisors. The dates and percentages of teaching will be negotiated with the academy schools.

4.8  Definition of Terms

4.9  Responsibilities of Associate Teachers and Faculty during Practicum and Internship


5  Resources

5.1  Overview

The Education Commons at OISE/UT, in partnership with academic programs and research initiatives, provides preservice teacher candidates and faculty with services usually associated with libraries, computing and media centres. The Education Commons supports and promotes the use of technology, including computers and multimedia, in a wide variety of activities within the OISE/UT preservice programs. Services include personal e-mail accounts for candidates, access to Internet resources, electronic conferencing related to courses or special projects, supervised lab sessions, individual access to computers 24 hours a day, access to curriculum related software, support for web page construction and advanced technology use, and free or cost recovery workshops.

5.2  Technological Facilities

The Education Commons provides central support for computer facilities at OISE/UT and technological support for the preservice programs, offering computer literacy programs, e-mail accounts, e-mail conferences, and course-specific lab activities. Electronic communication through e-mail and conferencing is a vital component of many courses.

Through the Education Commons, every graduate student at OISE/UT has access to a wide range of computing resources and services that include the following:

In addition to the computer resources and services provided by the Education Commons, each of the departments is well equipped with computer resources. Computers in the departments are connected to the central OISE/UT computer system and have access to the Internet. All faculty have computers in their offices and e-mail addresses. Currently, faculty are connected to one of several central printers located on each floor of the department. They also have access to a colour printer. Several have printers in their offices as needed for their work on research projects.

All student offices within the departments have telephone and data lines that will allow students to connect their personal laptop computers to the OISE/UT central computer. This will give them access to their e-mail accounts, Internet resources, electronic conferencing forums, and the OISE/UT library from their offices.

5.3  Student Services

OISE/UT Student Services provides support for students both in terms of specialized sessions addressing student concerns (e.g., specialized methodology workshops and employment preparation) and in dealing with requests for financial assistance. A full menu of co-curricular workshops, often directly relating to key aspects of professional preparation, means that Student Services plays an integral role in the preservice programs at OISE/UT.


6  Assessment

6.1  Teacher Candidate Evaluation Methods

A variety of evaluation and assessment methods will be employed to evaluate teacher candidates including major research papers, research projects, oral presentations, portfolio development, etc. Many of these evaluation projects will cross course boundaries. These assessment components will be refined in collaboration with field personnel and MT faculty.

The portfolio development is viewed as a key integrative process in the MT program, allowing students to demonstrate their ability to meet the professional objectives. Through the portfolio, students will show their understanding, appreciation and application of the principles of effective teaching and learning that guide the program. Specifically, they will submit a portfolio of selected work samples with accompanying written reflection that demonstrate their ability to connect theory to practice relative to the guiding principles of the program. The portfolio assessment will include a written overview of the portfolio, an oral presentation, and an interview by a team of faculty members.

In addition to regular course work and practicum evlauation, MT students will also have to successfully complete a comprehensive examination at the end of the program to graduate. The intent of this examination is to ensure that graduates have achieved the academic objectives of the program. The comprehensive examination will consist of a written examination and an independent research project demonstrating the candidate's ability to design, collect, analyze and report research data. Through the written examination, students will be expected to demonstrate knowledge of relevant research literature, professional knowledge mastery and the ability to write at a graduate level. This will be graded pass/fail.

6.2  Program Evaluation

Systematic review and self-study have been hallmarks of OISE/UT programs over the past decade (in addition to the program evaluations referred to earlier, many of the chapters of Booth and Stiegelbauer, 1996, illustrate institutional commitment to cycles of development and review). The new MT program was developed on the basis of experimentation, review and reshaping over an extended period of time. This process of continuous evaluation and improvement will continue for the new program. In addition to regular student and field feedback, program evaluation plans for the MT program include exit interviews or surveys of all graduates of the program. Again, because the real test of the quality of preparation comes once graduates are in teaching positions, we will also survey the first graduates of the MT program two and five years after graduation. The methodology, including instrumentation, will be similar to that used for the 1997 and 1998 surveys, with some modification to more explicitly address the Ontario College of Teachers' Standards of Practice for the Teaching Profession. Both surveys will focus on quality of preparation for teaching and on perceived teaching performance in the early years in the profession.


7  Partnership Agreements

Partnerships link faculty, associate teachers, teacher candidates, school administrators, instructors and graduate students through cooperation and support. Students in the MT program will utilize a range of off-campus sites for field experiences and practica. These sites are a cluster of schools with the Toronto District School Board and the Toronto Catholic District School Board. Both districts have been involved in prior and current school district/university partnership programs with OISE/UT and were key partners in the Province of Ontario two-year preservice pilot program at OISE/UT, 1995-1997. They have a strong commitment to a two-year teacher certification/master's program, and will continue to provide schools as requested. The partnership agreement will continue to be coordinated and supported by the OISE/UT Practicum Office.

In the 5-10 schools affiliated with the MT program, students will have access to classrooms, libraries, workrooms, equipment, computers, and any other resources that teachers in these schools can access. In addition, school district resource centres, resource materials, and resource personnel (e.g., consultants, specialists, and administrators) will be available for students and faculty in the Human Development and Curriculum program.

Feedback will be sought from these constituents as we work to provide a more rewarding experience in schools, both professional and personal. As with other OISE/UT preservice programs, we will accomplish this through:

Other field partnerships: Much of the success of the preservice program depends on the cooperation and program support of field partners. School boards provide seconded instructors, while schools act as hosts for practicum and program activities. School personnel contribute to and provide leadership for partnership discussions and liaison committees. Long-term specialized partnerships allow us to develop more effective mechanisms for addressing both the teacher education continuum (preservice, inservice, leadership) and school improvement. For example, the Learning Consortium is a school district-university partnership that has been operational since 1988. The Toronto District School Board and OISE/UT are partners in the Learning Consortium. The MT program will be supported and glean the benefits from this long-term partnership. OISE/UT aims at reciprocal benefits, professional development, appropriate recognition, formal reward, and financial support for the schools and staff members that we depend on so fully. We are working on a number of these areas more extensively, particularly professional development opportunities for associate teachers.

University partnerships: OISE/UT's current linkages within the University of Toronto (e.g., the Early Teacher Project at the Scarborough campus involves science, math and computer science undergraduates in teacher education seminars and school placements) allow us to attract well-prepared applicants to our program. Other projects similar to the Early Teacher Project included one with a focus on French in Scarborough and one on Math in Erindale. These projects provide models for future initiatives to attract high quality applicants in areas of high demand in the field.


8  Teacher Candidates

OISE/UT seeks to offer an innovative, challenging and evolving approach to teacher education through programs which attract applicants with sound academic backgrounds combined with education-related experiences which have given them insights into teaching and learning at the grade levels they wish to teach. OISE/UT is also dedicated to admitting qualified candidates who reflect the ethnic, cultural and social diversity of Toronto, Canada and Ontario schools.

8.1  Admissions Process and Criteria

Applicants to the MT program are admitted under the general regulations of the School of Graduate Studies, University of Toronto. Applicants normally must have the equivalent of a University of Toronto four-year bachelor's degree with standing equivalent to a University of Toronto mid-B or better in the final year. In their statement of intent, applicants should describe three significant teaching and/or teaching-related experiences that they have had, especially with groups of children. With reference to these experiences, applicants should identify insights gained about teaching and learning, and explain how, based on these insights, they might contribute to the education of students in today's schools. Final selection will normally be made based on an interview by a panel of faculty, teachers and students.

Applicants apply for admission to this program through either the Department of Curriculum, Teaching and Learning or the Department of Human Development and Applied Psychology. Admission and degree requirements for the program are the same for both departments. Because applicants are applying to a teacher education program they also need to submit the following items with their application:

  1. a photocopy of a Canadian birth certificate, or in the case of a person who was not born in Canada, documents showing the basis upon which the applicant is present in Canada including date and place of birth
  2. a photocopy of a certificate of change of name where applicable
  3. satisfactory evidence of freedom from tuberculosis

In addition, a criminal record check is required for certification.

8.2  Recruitment Strategies

Recruitment of candidates in relation to community needs (e.g., in response to increased demand for teachers), and in terms of equity and access considerations is an important priority in the admissions process. We plan a recruitment strategy that will attract high calibre applicants from diverse ethnic groups. We will draw on the services of the University of Toronto's new Student Recruitment Director, who will assist in developing a comprehensive recruitment package for the program. The program will also be promoted through the dissemination of publication materials at university guidance centres and through the creation of a website.

8.3  Equity Policies

Admissions Policy Statement (approved October 1992 by Faculty Council)
In keeping with the policies and principles for admission to the University of Toronto, OISE/UT is dedicated to admitting qualified candidates who reflect the ethnic, cultural and social diversity of Toronto, Ontario and Ontario Schools.

Applications are encouraged from visible minorities, differently abled persons, women in non-traditional subject areas, males interested in primary school teaching, aboriginal persons and native speakers of French.

8.4  Access Initiatives

Access initiatives are in accordance with the regulations of the School of Graduate Studies. The Admissions Policy Statement provides a rationale for a number of specific activities related to the admission of teacher candidates.

8.5  Language Proficiency Policy

OISE/UT recognizes the need to ensure that teacher candidates can communicate effectively with their peers and students in schools.

8.6  Strategies for Tracking the Success of Graduates

Several methods will be used to track the success of MT graduates. One is the ongoing regular employment survey carried out by Student Services, tracking over a period of a year the employment status of all graduates. The other method will be a survey of MT graduates done by the OISE/UT Institutional Research Office. Graduates will be contacted a year after graduation and asked to assess their own performance on various components of teaching performance as well as the calibre of their preservice preparation in these diverse areas. We also plan to track the career success of initial cohorts of graduates at two- and five-year intervals.


9  Faculty and Personnel

Five faculty will hold their majority positions in the program: Dr. Earl Woodruff, Dr. Doug McDougall, Dr. Michel Ferrari, Dr. Shelley Peterson and one new appointee. The research and teaching of the current faculty focus primarily on teacher education, human development, and curriculum. Two of these professors are in CTL and two are in HDAP. They are experienced teaching both at the graduate level and in the preservice program. In addition to these faculty, there will be one new appointment to this program from HDAP. The department is currently in the final stage of selecting this new faculty member. Seven additional faculty will hold part-time appointments in the program, maintaining their majority positions in other programs: Dr. Mary Louise Arnold (HDAP), Dr. Tara Goldstein (CTL), Dr. Anne Jordan (cross-appointed CTL & HDAP), Dr. Brendan Kelly (CTL), Dr. Carol Rolheiser (CTL), Dr. Marlene Scardamalia (cross-appointed CTL & HDAP), and Dr. Elizabeth Smyth (CTL). In addition, a half-time field coordinator will be hired for the MT program.

All of the core faculty are experienced in supervising preservice students and in assessing the work of both preservice and graduate students. They also all have excellent research and teaching credentials allowing them to deliver superior instruction and serve as models of productive researchers.

9.1  College Information Form

9.2  Curriculum Vitae

9.3  Professional Development

Overview
Professional development at OISE/UT is an individual and institutional responsibility.

Various sources of funding are available to support individual faculty professional development:

Institutionally, as of 1999, OISE/UT has an Associate Dean position devoted to Faculty Development -- the responsibilities include professional development as well as broader mandates. One such professional development initiative in the Associate Dean's portfolio is an Excellence in Teaching Initiative to support and enhance professorial excellence in teaching across the University of Toronto professoriate.

Examples of in-house professional development initiatives and support include:


10  Faculty Governance

The MT program falls within the governance and accountability structures of OISE/UT and the University of Toronto. The OISE/UT Advisory Board deals with preservice and graduate teacher education within its mandate. All four of OISE/UT's deans have responsibilities in preservice and graduate education: the dean with overall responsibility; one associate dean with responsibility for academic development; another associate dean with responsibility for academic programs, and the third associate dean with responsibilities in research and field development.

The OISE/UT Faculty Council (with membership of faculty members, administration, preservice teacher candidates and graduate students) is directly involved in program governance and accountability. The full Faculty Council must approve all major policy changes related to academic programs. Standing Committees of Faculty Council -- for example, the Admissions, Awards and Program Committee -- deal with policy changes in their initial stages and help implement policy once it has passed.

OISE/UT faculty and degree candidates are governed by University of Toronto policies that deal with academic conduct, codes of behaviour, and appeals. Faculty members are also accountable to their departments which, like all University of Toronto units, require annual reporting of professional activities and the results of student course evaluations; such data are used to determine merit. Faculty members are also required to meet University of Toronto standards for tenure and promotion. At the individual level, instructors hold themselves to high personal levels of performance.

The organization of the MT program will be suppported by the work of the chairs from CTL and HDAP as well as two program coordinators, one from CTL and one from HDAP.

10.1  Teacher Education Advisory Committee

Following the 1996 merger, correspondence between OISE/UT and the Ministry of Education and Training confirmed that the OISE/UT Advisory Board replaced the formed Teacher Education Advisory Committee that FEUT, like other Ontario faculties of education, had in place. The Advisory Board meets at least four times per year.

10.2  Resources for Teaching, Scholarship, and for Operating the Faculty

As described in earlier sections of this overview document, OISE/UT views teacher education as a central part of the whole institute. Funding of the teacher education programs to at least pre-merger levels was guaranteed in the merger between Faculty of Education University of Toronto and OISE. In fact, funding for teacher education has increased generally over the level of 1996 (merger year) with substantial increases in some areas such as library resources and faculty development expenditures.

10.3  Evidence of Appropriate and Adequate Resource Allocations

Both the University of Toronto and OISE/UT have committed the budget, resource and faculty allocations that are necessary for the optimal operation of the proposed MT program. The budget for faculty and significant cost items for program offerings resides in the Dean's Office. Individual program budgets are not available. However, the dean has fully committed his support for the MT program. As noted in different sections of the brief, the MT program will be able to draw upon the excellent faculty and physical resources of the University of Toronto and OISE/UT. Consideration of adequate resources to support the MT program was considered by Faculty Council before giving its approval.

10.4  Library/Technological Resources

The Education Commons' information resources and services (library) provide valuable support for faculty and candidates (e.g., reading, research, and the provision of practical materials). As an integral part of the Education Commons, the OISE/UT Library is recognized as the leading education library in Canada, and the collections of print, electronic, and multimedia resources support the diverse teaching and research needs of faculty and staff. As a result of the 1996 merger, the holdings of the former OISE, FEUT, ICS, Modern Language Centre, Centre for Women's Studies in Education, and the children's literature collection were combined following the merger of OISE and FEUT. MT candidates and faculty have access to these combined holdings as well as collections of the complete University of Toronto Library System (over 8,000,000 volumes).

A highly experience reference staff is available to assist OISE/UT teacher candidates and faculty with access to a vast array of information resources. Staff with specialized expertise also provide assistance with the use of the various special collections housed in the library. Service is available both in-person and via the library's e-mail reference service, askeloise@oise.utoronto.ca. Off-campus library services are provided in both English and French.

Technological resources are summarized in Section 5.2: Technological Facilities.

10.5  Short- and Long-Term Program Implementation Plans

The MT program is intended to be a small, focussed high quality program, admitting 20 teacher candidates each year. If the program is approved to begin in September 2000, the first students will be admitted for that academic year. When this first cohort is in the second year of the program, another 20 students will begin the first year of their program. Once the program is in operation, the total cohort will be between 30 and 40, with half of these graduating each year.

10.6  Congruence between MT Program and University of Toronto Goals

Raising Our Sights, the current planning document of the University of Toronto, specifically encourages interdisciplinary collaboration. The proposed MT program combines the resources and expertise of two departments, HDAP and CTL. The University of Toronto has been clear in its commitment to developing programs of the highest quality that will attract motivated and talented students. The MT program is characterized by academi and professional excellence and is expected to attract similarly excellent applicants.


REFERENCES

Allison, P., & Watson, N. (1997). Pilot programs in extended teacher education: 1995-1997. Submitted to the Ontario College of Teachers and the Ontario Ministry of Education and Training. London: Ontario Association of Deans of Education.

Booth, D., & Stiegelbauer, S. (1996). Teaching teachers: The Faculty of Education University of Toronto 1906-1996. Hamilton: Caliburn Enterprises.

Fullan, M., Galluzzo, G., Morris, P., & Watson, N. (1998). The rise and stall of teacher education reform. Washington, DC: AACTE.

Goodlad, J. (1994). Educational renewal: Better teachers, better schools. San Francisco: Jossey-Bass.

Hart, D., & Watson, N. (1998). One year out: Follow-up of OISE/UT preservice graduates. Toronto: OISE/UT.

Ontario Royal Commission on Learning. (1994). For the love of learning (Vol. 3). Toronto: Ministry of Education and Training.

Watson, N., Hart, D., & Jacka, N. (1997). Learning to teach: The OISE/UT two-year pilot program. Toronto: OISE/UT.