Proposed Teacher Education Program April 15, 2010 CIC Presentation to the Faculty of Education

2004 Faculty Retreat Issues in the Undergraduate Teacher Education Program at the University of Alberta: A Preliminary Discussion Document March 31, 2004 Program Review and Development

Building a Teacher Education Program Statement of Principles – Feb Co-ordination of Program Review – Feb Faculty Input

Issues Raised in Program Review Lack of coherence, consistency, and scholarly rigor Size of program and multiple program routes – advantages and disadvantages Lack of compulsory knowledge in sociology, history, and philosophy Lack of attention to child and adolescent development Lack of in-depth course work on diversity and equity/ other cultural perspectives and worldviews Lack of attention to Aboriginal education

Program Review Issues contd… Little emphasis on developing a teacher identity Lack of interface between course work and field experience Lack of field experience component early in pre-service teachers program Lack of curriculum map and co-ordinating structures across faculty to co-ordinate program

Building a Teacher Education Program Statement of Principles – Feb Vision Statement and Curriculum Framework – May 2008 Co- Program Review – Feb Faculty Input

14 Curriculum Framework Components Aboriginal/Indigenous Knowledge Systems, Histories and Contemporary Developments in Education Assessment and Evaluation Contexts of Professional Practice Critical Digital and Information Literacies Developing Language and Literacy Across the Curriculum Field Experience Human Development: Theories and Practices Introductory Overview Learning, Motivation, and Instruction: Theories and Practices Special Education: Theories, Policies and Practices Synthesis and Integration Teacher Identity Teaching and Learning Within Subject Areas Teaching Diverse Learners

Building a Teacher Education Program Statement of Principles – Feb Vision Statement and Curriculum Framework – May 2008 Co- ComponentsNodesOutcomesLearning UnitsProgram/Courses Program Review – Feb CIC – began work late August, 2008 Faculty Input

Program Learning Nodes

Component to Program

A developmental and integrated program model Term 1: Introduction to learners, learning communities, and professional contexts Term 2: Introduction to teaching-learning processes and practices in school contexts Term 3: Addressing learners needs: responsive teaching Term 4: Reflection, synthesis, and integration in relation to practice

Building a Teacher Education Program Statement of Principles – Feb Vision Statement and Curriculum Framework – May 2008 Co-ordination of Program ComponentsNodesOutcomesLearning UnitsProgram/Courses Program Review – Feb CIC – began work late August, 2008 Faculty Input

Students in our teacher education program… 51% of students are elementary 1+3 and After Degree (AD) 42% of students are secondary 1+3 and AD ________________________________ 5% of all students are part-time 7% of all students are in combined programs 19% of total number of students are AD 50% (approximately) of students transfer to the B.Ed. from institutions other than U of A Figures for

Current Elementary ProgramProposed Elementary Program Elements = 24 credits Non-education options and open options = credits Concentration = credits Minors = creditsConcentration = credits (Thematic, subject-focused, or combined) Education Credits = 57 credits Total = 120 credits (Pre-professional year required before admission to B.Ed. = credits that can include credits from all categories above.) Total = 120 credits (Pre-professional year required before admission to B.Ed. = credits that can include credits from first three categories above.)

Current Secondary ProgramProposed Secondary Program Non-education courses = 12 credits English Language and Literature = 6 credits Concentrations = 12 credits English Language and Literature = 6 credits Subject Knowledge Courses in Major = 36 credits Subject Knowledge Courses in Major = 36 credits Subject Knowledge Courses in Minor = 18 credits Education Credits = 48 credits Total = 120 credits (Pre-professional year required before admission to B.Ed. = credits that can include credits from all categories above.) Total = 120 credits (Pre-professional year required before admission to B.Ed. = credits that can include credits from first three categories above.)

Alternative Delivery Models large section (elementary and/or secondary) with small section tutorials regular classes technology assisted delivery podcasts with study guide on-line - guided study core texts constructed by faculty team accessible to students in hard copy and/or on-line case studies

What we lose …What we gain … Flexibility of course choices: i.e., what and when Coherence within terms and across terms Education optionsIntegrated core knowledge for all students Minors in ElementaryExpanded knowledge in identified areas – e.g., language and literacy, child and youth development Separate courses in technology, assessment, and classroom management Better situated within context of particular subject areas to ensure connection between theory and practice Elementary -- * 3 courses in dedicated subject areas Generalist knowledge across all subject areas with a particular emphasis on literacy and numeracy, and a course on integrating subject areas

What we gain contd... Better integration of theory and practice Education seminar – inquiry-based: teacher identity, praxis, research Focus on individual learner needs across third term More integrated focus on student diversity Practicum experience in all four terms Greater focus on language and literacy for both elementary and secondary

What we gain contd... Course work for all students on Aboriginal knowledge systems, etc. Cross-departmental collaboration, taking advantage of expertise across the faculty Broadening of content delivery through e- learning technologies, thus modeling some aspects of technology integration Language and literacy across the curriculum

Next Steps Feedback from faculty ~ April 15-May 15 Department retreat, department councils, individual meetings with committee members, wiki, , etc. Consultation with partner institutions and organizations ~ April-June Amend program model, as appropriate and within resources available, during June and into September if necessary Provide updated program model for further discussion, feedback, and revision, Fall 2010 Faculty adoption

Feedback Session... REMINDER: At the end of todays session, please deposit your feedback sheets in the boxes provided at the back of the auditorium today. You can also give them to your department representative or send them to Janice Wallace through campus mail by May 15.