proposed teacher education program april 15, 2010 cic presentation to the faculty of education
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Proposed Teacher Education Program April 15, 2010 CIC Presentation to the Faculty of Education. 2004 Faculty Retreat. Program Review and Development. Issues in the Undergraduate Teacher Education Program at the University of Alberta: A Preliminary Discussion Document March 31, 2004. - PowerPoint PPT PresentationTRANSCRIPT
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Proposed Teacher Education ProgramApril 15, 2010
CIC Presentation to the Faculty of Education
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Issues in the Undergraduate
Teacher Education Program
at the University of Alberta: A Preliminary Discussion Document
March 31, 2004
Program Review and
Development
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Building a Teacher Education Program
Statement of Principles – Feb. 2006
Co-ordination of
Program Review – Feb. 2007
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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
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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
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Building a Teacher Education Program
Statement of Principles – Feb. 2006
Vision Statement and Curriculum Framework – May 2008
Co-
Program Review – Feb. 2007
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14 Curriculum Framework Components
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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
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Program Learning Nodes
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Component to Program
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A developmental and integrated program model
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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
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• 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
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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.)
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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.)
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http://www2.education.ualberta.ca/cic/
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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
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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
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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
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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
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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
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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.