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B.ED. PROGRAM PROGRESSION REQUIREMENTS
General Requirements
1. The B.Ed. program is a four-term, full-time program. It may not be completed on a part-time basis. 2. The progress of each Teacher Candidate is subject to various forms of evaluation on a regular basis throughout each academic year. Eligibility to remain registered is contingent on maintaining a satisfactory level of performance in all courses including the practicum. 3. A Teacher Candidate who fails to maintain a satisfactory level of performance may at any time, at the discretion of the Dean or Dean’s designate, be Required to Withdraw or be placed on Conditional Status. 4. At the discretion of the Dean or Dean’s designate, a student may be denied a school placement for either a practicum or another purpose related to the B.Ed. program. 5. Reasons for Withdrawal, Conditional Status, or denial of school placements will be provided to the student in writing: a. Teacher Candidates who are placed on Conditional Status or denied school placements will be provided with a set of conditions to be met for successful completion of their program. b. Teacher Candidates who are required to withdraw will not be considered for readmission until after a hiatus of one full academic year. c. Teacher Candidates who withdraw from the program or who are required to withdraw will not retain credit for courses or practica that may have been completed at the time of withdrawal.
Progression from Year One to Year Two and Graduation
1. All Year One courses and practica must be completed satisfactorily before a Teacher Candidate may progress to Year Two of the program. An overall pass is required in course work, with a pass being the equivalent of 76% in all courses. 2. Teacher Candidates who do not complete all Year One requirements satisfactorily will be withdrawn from the program. 3. Under exceptional circumstances, a Teacher Candidate may be permitted to defer enrollment in Year Two for one year in order to complete Year One requirements. Such exceptional circumstances will be adjudicated on a case by case basis by the Associate Dean, Teacher Education. 4. All Year Two courses, practica, and alternative field experiences must be completed satisfactorily before a Teacher Candidate can qualify for the B.Ed. and be recommended for certification by the Ontario College of Teachers. An overall pass must be maintained in course work, with a pass being the equivalent of 76% in all courses.
Requirements for Participation in Practicum
Admission to the B.Ed. program entails admission to the practicum program, provided the following requirements are met:
1. Essential Skills & Abilities Requirement: Teacher Candidates must be able to demonstrate responsibility for the physical safety, psychological health, and educational well-being of students in schools. Teacher Candidates must, therefore, possess the cognitive, communicative, sensory/motor, and emotional/social/interactional abilities necessary for these complex activities. See Appendix I. 2. Ethical Requirement: Teacher Candidates in Ontario Faculties of Education are Associate Members of the Ontario Teachers Federation and are thereby subject to Ethical Standards for the Teaching Profession of the Ontario College of Teachers (Appendix II). Teacher Candidates must demonstrate care, respect, trust, and integrity in all interactions with students, parents, other teachers, school personnel, and members of the public. 3. Police Record Check Requirement: A Police Record Check which includes Vulnerable Position Screening and which is acceptable to the school boards with whom we work is required before a Teacher Candidate can be placed in a school for a practicum. If information that is unacceptable to school boards appears on a Teacher Candidate’s police record check, that Teacher Candidate will not be able to be placed for a practicum and will be required to withdraw from the program. 4. Attendance & Course Work Requirement: Teacher Candidates must maintain a satisfactory record of attendance and satisfactory standing in all course work. Unexcused absences, non-participation in classes, and incomplete or unsatisfactory assignments or other course requirements are grounds for denying a practicum placement.
Initial Practicum Placement: Teacher Candidates who meet the requirements outlined above will be assigned an initial practicum placement. If any of these requirements are not met, a Teacher Candidate may be denied a practicum placement and may be required to withdraw from the program.
Practicum Progression Twenty weeks of successful practicum are required. Experience at each of the two levels in which a Teacher Candidate seeks certification (primary, junior, intermediate, or senior) is required. A Teacher Candidate who receives an unsatisfactory practicum evaluation will complete a make- up practicum. A second unsatisfactory practicum evaluation at any point in the program will result in the Teacher Candidate being withdrawn from the program. A fee of $20/day will be charged for practicum placements beyond 100 days.
APPENDIX II
Ethical Standards for the Teaching Profession
The Ethical Standards for the Teaching Profession represent a vision of professional practice. At the heart of a strong and effective teaching profession is a commitment to students and their learning. Members of the Ontario College of Teachers, in their position of trust, demonstrate responsibility in their relationships with students, parents, guardians, colleagues, educational partners, other professionals, the environment and the public.
The Purposes of the Ethical Standards for the Teaching Profession are:
to inspire members to reflect and uphold the honour and dignity of the teaching profession to identify the ethical responsibilities and commitments in the teaching profession to guide ethical decisions and actions in the teaching profession to promote public trust and confidence in the teaching profession.
The Ethical Standards for the Teaching Profession are:
Care: The ethical standard of Care includes compassion, acceptance, interest and insight for developing students' potential. Members express their commitment to students' well-being and learning through positive influence, professional judgment and empathy in practice.
Respect: Intrinsic to the ethical standard of Respect are trust and fair-mindedness. Members honour human dignity, emotional wellness and cognitive development. In their professional practice, they model respect for spiritual and cultural values, social justice, confidentiality, freedom, democracy and the environment.
Trust: The ethical standard of Trust embodies fairness, openness and honesty. Members' professional relationships with students, colleagues, parents, guardians and the public are based on trust.
Integrity: Honesty, reliability and moral action are embodied in the ethical standard of Integrity. Continual reflection assists members in exercising integrity in their professional commitments and responsibilities.
