Proposed Teacher Education ProgramApril 15, 2010

CIC Presentation to the Faculty of Education

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. 2006

Co-ordination of

Program Review – Feb. 2007

Issues Raised in Program ReviewLack 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 cont’d…

• 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. 2006

Vision Statement and Curriculum Framework – May 2008

Co-

Program Review – Feb. 2007

14 Curriculum Framework Components

Building a Teacher Education Program

Statement of Principles – Feb. 2006

Vision Statement and Curriculum Framework – May 2008

Co-

Program Review – Feb. 2007

CIC – began work late August, 2008

Program Learning Nodes

Component to Program

A developmental and integrated program model

Building a Teacher Education Program

Statement of Principles – Feb. 2006

Vision Statement and Curriculum Framework – May 2008

Co-ordination of Program

Program Review – Feb. 2007

CIC – began work late August, 2008

• 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 2009-10

Current Elementary Program Proposed Elementary ProgramElements = 24 credits

Elements = 24 credits

Non-education options and open options = 18-21 credits

Concentration = 18-21 credits

Minors = 18-21 credits Concentration = 18-21 credits(Thematic, subject-focused, or combined)

Education Credits = 57 credits

Education Credits = 57 credits

Total = 120 credits (Pre-professional year required before admission to B.Ed. = 24-30 credits that can include credits from all categories above.)

Total = 120 credits (Pre-professional year required before admission to B.Ed. = 24-30 credits that can include credits from first three categories above.)

Current Secondary Program Proposed Secondary ProgramNon-education courses = 12 creditsEnglish 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

Subject Knowledge Courses in Minor = 18 credits

Education Credits = 48 credits Education Credits = 48 credits

Total = 120 credits (Pre-professional year required before admission to B.Ed. = 24-30 credits that can include credits from all categories above.)

Total = 120 credits (Pre-professional year required before admission to B.Ed. = 24-30 credits that can include credits from first three categories above.)

http://www2.education.ualberta.ca/cic/

Alternative Delivery Modelslarge section (elementary

and/or secondary) with small section tutorials

regular classestechnology assisted delivery

podcasts with study guideon-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 options Integrated core knowledge for all students

Minors in Elementary Expanded 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 cont’d . . . • 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 cont’d . . .•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 StepsFeedback from faculty ~ April 15-May

15

Department retreat, department councils, individual meetings with committee members, wiki, email, 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 today’s 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.