![]() |
45 Walmer Road, Toronto, Ontario Canada M5R 2X2 Tel. 416.934.4526 Fax. 416.978.6485 |
The following pages outline the ways in which the Standards of Practice for the Teaching Profession are reflected in the MA Program in Child Study and Education: during the Admissions process; during each of the first and second years of the program; during our graduates' teaching careers. We briefly highlight aspects of our courses and postprogram features that embrace the Standards of Practice for the Teaching Profession.
Admissions | Year 1 | Year 2 | Postgraduate |
Admissions procedures emphasize commitment to children reflected in prior work experience and in ways of dealing with children. | Education Seminar 1 emphasizes student
learning (and individualized differences in learning) throughout year.
The importance of sensitivity to students from diverse backgrounds is key.
Classroom handling of students of varying levels of achievement examined. Child Study emphasizes needs, self-esteem, and rights of children. |
Education Seminar 2 continues to focus
on student needs and student learning during teacher candidates' internships.
Designing Education Programs stresses need for program designs that accomodate students of varying achievement and backgrounds, and that link the curriculum to daily life. |
We hope that the continued contacts we maintain (through placing current teacher candidates with graduates, offering AQ courses, and further graduate study) contribute to maintaining our graduates' concern for children's welfare. |
Admissions | Year 1 | Year 2 | Postgraduate | |
No "professional knowledge" required prior to admission.We encourage applications from a range of undergraduate backgrounds. | Knowledge of children, development, and assessment:
Child
Study.
Child Development is a required course for students with no undergraduate training inn child development. Knowledge of pedagogical practice and content: Childhood Education Seminar and Introduction to Curriculum. |
Curriculum: Advanced Seminars in Literacy
and Math Curriculum. These two courses focus on underlying assumptions
regarding teaching and tge examination of alternative approaches to curriculum.
Students who learn in different ways: topic in Designing Education Programs and in the option of completing Special Education, Part 1. Modifying settings and managing time; Shared or cooperative learning; Communication with parents: All are explicit topics in Designing Education Programs. Provincial legislation: re Education, OCT, Day Nurseries: Education Seminar 2. Alternative curriculum methods and program designs are examined in Advanced Curriculum Seminars (Literacy and Math) and in Designing Education Programs |
. | Throughout the ICS program, teacher candidates learn how to seek out and critically evaluate research and professional literature to improve professional knowledge. This approach to informal practice becomes a critical component of our graduates' teaching practice. |
Return to Top of Page |
Admissions | Year 1 | Year 2 | Postgraduate | |
Students must have some experience in responsible positions with children to be admitted (e.g., camp counselling, teacher assistant, swimming instructor, tutor, parks/recreation, etc. Usually these are paid positions.) | Students apply knowledge in practicum.
Our practica allow for getting to know children in specific placements
over 6 week periods in Year 1. We ensure practice at all levels in primary/junior:
kindergarten, Grades 1-2, Grades 4-6, and in schools serving disadvantaged
and advantaged children.
Curriculum resources and techniques are evaluated in Curriculum. Adapting teaching strategies to student needs is addressed in Education Seminar 1. The need for clear expectations is addressed in Education Seminar 1. Reporting practices are addressed in Curriculum and Child Study. Reflecting on current practice is part of Education Seminar 1(e.g., research in action). |
Students continue to apply knowledge
in their Year 2 internships. They practice with greater responsibility
for teaching and planning. Practice extends over a full term with focus
on how individual children are progressing.
Curriculum resources and technology are addressed in Advanced Curriculum Seminars (Literacy and Math). Adapting teaching strategies to student needs is addressed in Educational Seminar 2 and Designing Education Programs. Interns are expected to be responsible for
some reporting to parents, under their mentor's supervision.
In Designing Education Programs, students are expected to critically analyze an existing program and develop recommendations and improvements. |
. | We have some continuing contact with graduate through associate teaching and additional AQ and graduate work undertaken by our graduates. Faculty/graduate collaborative research is ongoing. We are currently developing plans for ongoing professional development workshops with our graduates. |
Return to Top of Page |
Admissions | Year 1 | Year 2 | Postgraduate | |
We believe our admission requirements stress evidence of responsibility with children. Leadership is one criterion in our admissions process. We encourage students to consider leadership roles in schools. | We give some attention to "learning communities" in the first year and much more in the second. Our program operates as a community in which leadership is supported in teaching, research, and professional development.First year teacher candidates carry out a year-long research project that is presented at an Open House Research Poster Confererence in the spring. | . | Most second year courses involve collaborative
projects.
"Community/shared learning" as an approach to pedagogy is explicitly studied in Designing Education Programs Some students take on leadership roles in establishing community links.Teacher candidates are encouraged to organize professional development workshops geared to their needs and interests. A Student Council assists in the governance of the program and in the hiring of faculty. |
We are aware of a number of graduates who continued to collaborate both by email and even team-teaching after graduating. Knowledge Forum provides a web-linked discussion avenue for the sharing of professional development and activities. |
Return to Top of Page |
Admissions | Year 1 | Year 2 | Postgraduate |
We are interested in the long-range plans of candidates, and at Admissions, favour those with professional or graduate study plans for leadership positions. | Many graduates continue their association with on-going research projects that will inform teaching practice and policy both in our program and in education in Ontario. Graduates of the MA in Child Study program may opt to further their graduate study in doctoral work. Several graduates are currently in the process of developing their research papers for publication. Future plans include an annual research seminar for graduates of the MA in Child Study program. |