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General Information Within the broad mandate of the University, York's Faculty of Education offers innovative pre-service, professional development and graduate programs. The Faculty is distinguished by its commitment to exploring ways to address equity, social justice and environmental issues in all of its programs. The Faculty values collaboration and an interdisciplinary orientation to education within an academic framework of inquiry into the interrelatedness of language and culture, teaching and learning. These values are evidenced in our staffing model and in our programs. York's pre-service, professional development and graduate programs are staffed by full-time tenure stream faculty, faculty seconded full-time from local school boards, and faculty cross-appointed from other programs within the University. The Faculty of Education at York offers concurrent undergraduate programs for students simultaneously enrolled in other undergraduate Faculties and a full- and part-time consecutive undergraduate program for prospective teachers who have already graduated in another discipline. The Faculty's Deaf and Hard of Hearing Education post-baccalaureate program is the only one of its kind in Ontario. Our unique graduate program focus in language, culture and teaching has resulted in interdisciplinary faculty and student collaboration across several departments within the University. Our research and field development program, offered conjointly with school boards, is based on a teacher-as-researcher model. Teacher education at York is understood as an intellectual as well as a practical endeavour. Students in the program are exposed to current theory and research in education and education-related fields. As well, students have the opportunity to work extensively in schools and their communities. This balance between theory and practice is made possible, in part, by York's unique, complementary staffing model which brings together faculty working on on-going research and writing projects with faculty who have extensive and current professional expertise across all aspects of compulsory schooling. Together they are able to provide students with a program which is based on current theory, research and classroom practice. Boards of education inside and outside the province highly value York's bachelor of education graduates because of their awareness of social justice issues, their knowledge of current theory and research, and their strong classroom experience. Teacher candidates entering the Faculty of Education's Concurrent program at York generally do so in the second year of their academic program. They are carefully selected on the basis of academic achievement, oral communication abilities, experience and personal characteristics relevant to the teaching profession. One year is added to their undergraduate studies and in the remaining years they work concurrently to complete the requirements of their normal academic program as well as a professional program. In at least three of those years, they spend one day a week in school or community placements along with a block practice teaching period at the end of years two and three. The academic work and professional work do not just continue side by side, but are articulated in two ways. First, candidates are advised on the selection of an academic sequence which will honour the usual requirements of the University and which will also help them recognize the necessary courses for specialization. Advisors are aware of the University offerings, both in a candidate's area of specialization and in those areas of University teaching which have a bearing on the nature of education in a general way. Concurrent candidates may also pursue the Jewish Teacher Education option, a course of study designed to prepare teachers with qualifications not only for an Ontario Teaching Certificate (OTC) but also for Hebrew language and Jewish studies in the Jewish Boards of Education. As well, concurrent candidates may opt to be involved in the Westview Partnership Initiative. Teacher candidates entering the Faculty of Education's full or part-time Consecutive program at York must have completed a three- or four-year undergraduate degree. They are carefully selected on the basis of education-related experience, academic achievement, oral communication abilities and personal characteristics relevant to the teaching profession. The full-time Consecutive program runs over an extended academic year. Candidates receive an introduction to the teaching profession and are oriented to campus facilities and to their host schools in the last week of August. The practice teaching and course work of the program continue through to the following June. Candidates normally spend two days a week in schools from early September to early June. As well, nine weeks of block teaching practice are embedded within this time frame. This strong emphasis on practicum is a vital connection in linking theory and practice. The part-time consecutive program is taken over a two- to three-year period. Teacher candidates take their courses and practicum in two full week days, and complete a one to four week teaching block in September in years 2 and 3 (if applicable), and a two to four week teaching block in May of each academic year. A series of seminars are related to candidates' experiences in the school. Academics, specialists and teachers participate in the seminars. The purpose of the seminars is to relate theoretical ideas to the candidates' experiences in the school. The course director is responsible to the University for the development of these seminars and works with a team of individuals which includes teachers released to the Faculty by the schools. Seminar sections have about six candidates who are working in a particular school. The seminar leader, who is called the adjunct professor (AP) or site coordinator (SC), is usually a teacher in the same school as the candidates. This person is the link between the knowledge of the specialist and the experience of the profession. To do the job well, the adjunct professor or site coordinator must have a clear understanding of the situations in which candidates are working in the host school, and also have good relations with colleagues who will be host teachers (HT) to the candidates. A host school which is most suitable for York's program is defined, in part, by the presence of a pool of committed host teachers, a supportive principal and, in addition, a teacher articulate about the process of education who will fill the role of adjunct professor or site coordinator. Our program operates in the schools with the continuing consent of the Board and the staff of the school. The Faculty of Education takes seriously the eradication of discriminatory practices based on race, gender, ethnicity, social class, sexual orientation, and disability. As such, the Faculty has established structures, procedures and practices that are designed to eliminate those barriers. The Faculty is committed to educating students to work in a pluralistic society. To this end we recommend that students select academic and educational courses that offer a wide range of experience and knowledge, as well as diverse theoretical and ideological perspectives. BEd Degree Programs In the Concurrent and the Consecutive part-time programs, three basic programs are offered to give certification at the primary/junior, junior/intermediate and intermediate/senior levels. The full-time Consecutive Program offers primary/junior, primary/junior articulated for graduates in early childhood education, junior/intermediate, junior/intermediate in fine arts, and intermediate/senior. Successful completion of any one of these programs leads to recommendation for the basic Ontario Certificate of Qualification with qualifications to teach within the two divisions included in the particular program title. The divisions of the school system of the province of Ontario are defined as:
Practicum/Seminar Approach Much of the curriculum for all pre-service programs of the Faculty of Education is linked to practicum experiences. The teacher candidate spends extensive time in field settings or practica that are supported by coursework and school/community partnerships. In addition to providing direct experience and an opportunity to apply newly acquired skills and knowledge, the practica are a major source of curriculum in the sense that they bring candidates face to face with concrete situations. These situations are related to seminars held at the University. The underlying assumptions of this approach are that teaching can be considered as a form of problem solving and that teacher candidates learn best that which allows them to understand and to master their environment. Duration of the Academic Year Students seeking admission to the Faculty of Education should note that the academic year in the Faculty is somewhat longer than is usual in other Faculties. This longer year is owing to the practicum requirements. Consult the Concurrent and Consecutive Program sections below with respect to the specific practicum requirements. Criminal Background Checks All teacher candidates in the Faculty of Education Consecutive (full- and part-time) and Concurrent programs are required to have completed a satisfactory criminal background check. Further information on criminal background checks can be obtained from the Ontario Education Services Corporation. Medical Tests The University may, at any time, require a teacher candidate to undergo a medical examination and may appoint a duly qualified medical practitioner to conduct the examination. Access Initiative - Concurrent and Consecutive Programs The Faculty of Education Access Initiative is designed to recruit and admit individuals who are from groups which confront or who have themselves confronted identifiable barriers to education. Applicants from the following target groups may choose to apply to the Faculty of Education through this initiative:
Applicants to the Concurrent Access Initiative are required to have a minimum of 24 credits and be coregistered in another Faculty at York University. Applicants to the Consecutive Access Initiative are required to have completed an acceptable undergraduate degree at an accredited university (as determined by York University). All applicants must meet York Faculty of Education admission requirements. Information on the Access Initiative may be obtained from the Office of Student Programs, S835 Ross Building, or by calling 416-736-5001. Expectations of Catholic School Boards Many of the Catholic school boards in Ontario require that applicants for teaching positions have completed successfully a course in religious education methods. To help candidates meet this requirement, the Faculty of Education, in cooperation with the Catholic Office of Religious Education (CORE) offers an optional (ED/EDUC 3000 3.00*) credit course in Religious Education Methodology. Please consult the timetable and register for this course during the registration period. Priority enrolment in this course is given to education III candidates (Concurrent Program only). The Catholic school boards prefer that all applicants for positions have had some experience in Catholic schools. Candidates wishing some practicum experience in Catholic schools should make their wishes known on the practicum request form. Every effort will be made to provide interested candidates with a Catholic school placement during at least one of their practica. Some Catholic school boards also prefer applicants to have had some university-level course work in the area of religious studies. * Please note that ED/EDUC 3000 3.00 is a requirement for employment with the Toronto Catholic District School Board. Please check whether this is a requirement for other Catholic boards where employment is being sought. Ontario Certificate Of Qualification The Ontario Certificate of Registration certifies that the holder is qualified to teach in Ontario elementary and secondary schools. The basic and additional qualifications of the teacher are recorded on a second form, the Certificate of Qualification. The Certificate of Qualification will be updated as the teacher acquires additional qualifications. The regulations require a candidate to earn basic qualifications in two consecutive divisions during the pre-service teacher education program. To teach in the intermediate division one must have completed courses in one teaching subject, and in the senior division two teaching subjects, selected from an approved list. Certificates to teach in Ontario schools are issued by the Ontario College of Teachers on the recommendation of the dean of the Faculty of Education. All information in this calendar about regulations with respect to certification is governed by the Ontario College of Teachers. Please note: Upon successful completion of the Bachelor of Education program (and an undergraduate degree) the candidates' names, addresses and social insurance numbers are forwarded to the Ontario College of Teachers for the purpose of certification. Collection of this information is authorized by Regulation 184. The Ontario College of Teachers requires that candidates provide an official transcript indicating eligibility to graduate. Transcripts must be requested by the candidate from the Registrar's Office. As well the Ontario College of Teachers requires that candidates provide an original police report of a criminal record check from every country in which they have lived or worked for more than six months after the age of 18. Any inquiries regarding the collection of this information should be directed to the Ontario College of Teachers' Membership Services Department at 416-961-8800 or toll free in Ontario at 1-888-534-2222. New graduates from Ontario Faculties of Education must apply for membership in the Ontario College of Teachers in order to obtain a license to teach in publicly funded schools in Ontario. The Teaching Profession Act The Teaching Profession Act (1970) includes teacher candidates as associate members. As such, they are bound to certain responsibilities with regards to professional behaviour. This includes the maintenance of an ethical and professional attitude towards all members of the school community. As members, teacher candidates,
Citizenship Applicants to the Faculty of Education should note that, while there are no citizenship, permanent residency or other requirements for entrance to York University or to the Faculty of Education, the Ontario College of Teachers will grant the Certificate of Registration and the Certificate of Qualification only to individuals who are Canadian citizens, permanent residents or otherwise entitled under Canadian regulations to obtain work as a teacher in Canada.
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last modified:
March 6, 2007 |
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