EDUC 200
3 credits
Educational Psychology
Prerequisite(s): 15 credits of Arts/Science courses
The two fundamental questions addressed in this course are: how do we learn and how do we create the conditions for others to learn particular content within the organized setting of schooling and for the purpose of education? Specific topics include learning theory, learning strategies, memory systems, maturation, development, intelligence, motivation, assessment strategies, social conditions for learning, and the specific strategies of pedagogy that enable learning curriculum content in schools. The content is based in established theories of learning and development and findings from contemporary research. The course is designed for students who are interested in pursuing the profession of teaching at all age levels and content areas.
EDUC 230
3 credits
Information Services for Children
Prerequisite(s): None
Students learn to use a wide variety of children's literature to provide programs which will help children develop a taste for and a delight in the best materials available.
Note: Students cannot take LIBT 230 for further credit.
EDUC 275
3 credits
Contemporary Issues and Policies in Aboriginal Education
Prerequisite(s): 30 University Transfer Credits which must include one of: HIST 103 or FNST 201 or
ANTH 111 or ANTH 112
This course examines the major issues and policies impacting Aboriginal education in Canada. By understanding the multifaceted influences that continue to affect the capacity of Aboriginal communities, students will be better prepared to enhance the learning environment in the classroom, as well as to validate Aboriginal youth and their families. This course is also offered as FNST 275. Students cannot take FNST 275 for further credit.
EDUC 290
4 credits
Introduction to Aboriginal Culture and Language Education
Prerequisite(s): Admission to the Aboriginal Culture and Language Program
Pre- or corequisite(s): HALQ 102
In this course, practices, curriculum development and pedagogical preferences for Aboriginal Education will be introduced. The concept of education as an expression of Indigenous values, (Stó:lõ), will be emphasized as students begin to investigate strategies for integrating Aboriginal culture and language into B.C. curriculum (IRP).
EDUC 291
4 credits
Intermediate Studies in Aboriginal Culture and Language Education
Prerequisite(s): EDUC 290
In this course students will develop strategies for integrating Aboriginal culture and language into B.C. curriculum (IRP). Aboriginal values and ways of knowing will set the foundation for culture and language learning in the classroom.
EDUC 300
4 credits
Introduction to Best Practices in Teaching and Learning
Pre- or corequisite(s): EDUC 200 and 75 university-level credits of Arts/Science courses.
Provides opportunities for prospective teachers to start becoming reflective practitioners. Content includes contemporary educational theories; research; pedagogical relationships; engagement; strategies of teaching, learning, and assessment; social organization and educational settings; and roles of teachers, students, parents, and communities in the education system. Includes school observations and/or case studies.
EDUC 323
4 credits
History of Education in Canada
Prerequisite(s): 9 credits of lower-level history or 45 university-level credits.
The history of schooling in Canada from New France to the present day, with a focus on the formative period from the 1840s to 1960s. Topics include empergence of public school system in the 19th century; its institutional growth after the 1850s; social history of schooling and educational experience of teachers, students, and parents; politics of education; and history of residential schools for Aborginal people.
Note: This course is also offered as HIST 323 and EDUC 323. Students may take only one of these for credit.
EDUC 333
4 credits
Schooling and Society
(SOC 333)
Prerequisite(s): 45 credits to include at least six credits of sociology
A sociological analysis of the education system and its relation to major social institutions in Western industrial societies, in particular Canada. Aspects studied may include the classroom, teachers, student culture, bureaucratization, inequality, employment, and social policy.
Note: Students cannot take SOC 333 for further credits.
EDUC 362
3 credits
Philosophy of Education
Prerequisite(s): PHIL 110 or forty-five credits of Arts and Applied Arts courses
This course is an introduction to the ethical and philosophical dimensions of education. Topics to be examined concern the aims of education, autonomy, the justification of education, the value of knowledge, the distinction between education and indoctrination, the education of the emotions, the justification of educational authority, equality of educational opportunity, personal relationships in teaching, professional ethics in teaching, and moral education.
Note: Students cannot take PHIL 362 for further credit.
EDUC 379
4 credits
Rhetoric: Composition Teaching
Prerequisite(s): Any two 200-level English courses
Workshops, discussions, and readings teach students how trends in writing ideology and pedagogy, trends in curriculum design, and public attitudes toward composition affect the teaching of writing. This course is of value to prospective teachers.
Note: This course is offered as ENGL 379 and EDUC 379. Students may take only one of these for credit.
EDUC 410
3 credits
Schooling in a Diverse Society
Prerequisite(s): Admission to the Teacher Education Program (TEP)
This course will combine various social justice theories with educational policy and pedagogy. The course aims to build an analytical framework that will lead to the development of progressive teaching practices. Policy and pedagogy that support both the inclusive classroom and the integration of the goals of social justice into the mainstream curriculum will be explored.
EDUC 412
3 credits
Introduction to Development and Special Learning Needs
Prerequisite(s): Admission to the Teacher Education Program (TEP)
This course reviews the main models and theories associated with learning and development and their implications for understanding the learning needs of children in schools. Relevant issues in child development and educational practice will be reviewed and critiqued regarding their implications on children’s physical, cognitive, and socio-emotional development. The model of Universal Design for Learning (UDL) and differentiating instruction to promote access to the curriculum is reviewed. The impact of educational legislation regarding the inclusion of students with special learning needs is discussed. The process of the identification of a child with special needs and working in a collaborative school-based team is reviewed. An overview of the educational, psychological, behavioral, and social needs of students with high incidence special needs, including learning disabilities, attention deficit hyperactivity disorder, autism spectrum disorder, and fetal alcohol spectrum disorders will be reviewed. The course will also address examples of adaptations to support these students in the classroom.
EDUC 413
3 credits
Introduction to Adolescent Development and Special Learning Needs
Prerequisite(s): Admission to the Teacher Education Program [TEP]
This course reviews the main models and theories associated with adolescent learning and development and their implications for understanding the learning needs of adolescents in schools. Relevant issues in adolescent development and educational practice are reviewed and critiqued regarding their implications on adolscents' physical, cognitive, and socio-emotional development. The model of Universal Design for Learning (UDL) and differentiating instruction to promote access to the curriculum is reviewed. The course examines the impact of educational legislation with respect to inclusion of students with special learning needs, process of the identification of a student with special needs, and working in a collaborative school-based team. An overview of internalizing problems and externalizing difficulties in adolescence, as well as high incidence special needs--including learning disablilities, attention deficit hyperactivity disorder, autism spectrum disorder, and fetal alcohol spectrum disorders are reviewed, along with examples of adaptations to support these students in the classroom.
EDUC 420
3 credits
Designs for Learning Elementary English Language Arts
Prerequisite(s): Admission to the Teacher Education Program (TEP)
This course provides an introduction to fundamental theoretical concepts and pedagogical skills necessary to create a rich and dynamic English language arts program for the elementary classroom. Approaches to teaching oral language (speaking and listening) skills, reading and viewing competence, and writing and representing will be explored. The B.C. English Language Arts K-7 Integrated Resource Package (IRP) will be used to explore the creation of a balanced and diverse program and to develop sound principles and strategies for teaching language and literacy in primary and intermediate grades. The course will highlight the use of quality children’s literature and the power of story and storying.
EDUC 421
2 credits
Designs for Learning Elementary Social Studies
Prerequisite(s): Admission to the Teacher Education Program
This course provides an introduction to fundamental theoretical concepts and pedagogical skills necessary to create a coherent social studies program for the elementary classroom. Approaches to teaching active citizenship, environmental responsibility, and cultural sensitivity will be explored. The B.C. Social Studies K-7 Integrated Resource Package (IRP) will be used as a focus for exploring diverse pedagogical strategies. The course will highlight the theory and practice of teaching utilizing critical thinking challenges.
EDUC 422
1 credit
Designs for Learning Elementary Fine Arts
Prerequisite(s): Admission to the Teacher Education Program
This course is designed to provide students with an overview of the Fine Arts including Movement and Dance, Drama, Music, and Visual Arts. Students will familiarize themselves with the British Columbia Fine Arts Curriculum Guidelines for the elementary grades. Attention will be paid to the elements that are particular to each Fine Arts discipline. We will explore meaningful ways to connect the Fine Arts to other subject areas in the elementary curriculum, with a focus on deep learning and exploratory work that evolves out of interest. The focus of this course will be on experiential, student-centered, and process-oriented learning in, through, with, and about the arts.
EDUC 423
2 credits
Designs for Learning Elementary Science
Prerequisite(s): Admission to the Teacher Education Program
This course provides an introduction to fundamental pedagogical concepts and skills necessary for the effective teaching of elementary science. The B.C. provincial curriculum Integrated Resource Package (IRP) will be used as a focus for exploring diverse pedagogical strategies. The course will explore the theory and practice of several pedagogical approaches including inquiry, discovery, conceptual change, critical challenges and direct instruction. Instruction will take place in a context of community-based science. Integration of science with other subject areas will be addressed.
EDUC 424
3 credits
Designs for Learning Elementary Mathematics
Prerequisite(s): Admission to the Teacher Education Program
This course provides an introduction to fundamental pedagogical concepts and skills necessary for the effective teaching of elementary mathematics. The B.C. provincial curriculum Integrated Resource Package (IRP) and Common Curriculum Framework will be used as a focus for exploring diverse pedagogical strategies. The course will focus on developing conceptual understanding, procedural fluency, adaptive reasoning, strategic competence, and productive dispositions that enable students to be successful in mathematics.
EDUC 425
1 credit
Designs for Learning Elementary Physical Education
Prerequisite(s): Admission to the Teacher Education Program
This course provides an introduction to fundamental theoretical concepts and pedagogical skills for implementation of a physical education program for the elementary classroom. Approaches to teaching about active, healthy lifestyles and wellness will be explored. The B.C. provincial curriculum Integrated Resource Packages (IRP) will be used as a focus for exploring diverse pedagogical strategies and inclusion. Participants need to be prepared to take part in physical activity in class and outdoors.
EDUC 431
3 credits
Designs for Learning General Language Arts
Prerequisite(s): Admission to the Teacher Education Program (TEP)
This course provides an introduction to the fundamental pedagogical concepts and skills necessary for the effective teaching of secondary language arts. The study and relationship of expressive (writing and speaking) and receptive (listening and reading) aspects will enable teachers to design and implement unit and lesson plans. Students will develop sound principles and curricular arrangements which enhance literacy in the secondary context. The B.C. Ministry Integrated Resources Packages (IRPs) will be used for curriculum requirements and teaching strategies.
EDUC 432
3 credits
Designs for Learning General Social Studies
Prerequisite(s): Admission to the Teacher Education Program (TEP)
This course provides the fundamental theoretical concepts and practical skills necessary to create a program for secondary social studies courses. The study of economic, political, environmental, and social challenges facing local. national, and international communities will be examined through history, government, geography, and other social sciences. The B.C. Ministry Integrated Resources Packages (IRPs) will be used for curriculum requirements and teaching strategies.
EDUC 433
4 credits
Selected Topics in the Sociology of Education
Prerequisite(s): 60 credits to include at least 9 credits of Sociology (SOC 333 or EDUC 333 recommended)
The course will allow the student to investigate a specific topic in the sociology of education. Topics covered will vary from semester to semester and may include, but are not limited to, the global economy and school-labour market transitions; the state and the restructuring of teachers' work; higher education; knowledge, curriculum and cultural politics; meritocracy and social exclusion.
Note: Students cannot receive credit for both SOC 433 and EDUC 433.
EDUC 434A
1.5 credits
Deisgns for Learning Secondary History/Geography
Prerequisite(s): Admission to the Teacher Education Program (TEP)
This course provides the fundamental theoretical concepts and practical skills necessary to create a program for Geography 12 and History 12 as well as components of geography and history in other secondary social studies courses. The B.C. Ministry Integrated Resourses Package (IRP) will be used for curriculum requirements and teaching strategies.
Note: Both EDUC 434A and EDUC 434B must be completed before credit can be obtained.
EDUC 434B
1.5 credits
Designs for Learning Secondary Language Arts
Prerequisite(s): Admission to the Teacher Education Program (TEP), EDUC 431
This course integrates theory and practice to create a program and curriculum for senior secondary language arts courses. This course draws on students' knowledge gained in EDUC 431 and builds deeper understanding of expressive (writing and speaking) and receptive (listening and reading) in such topics as poetry, creative writing, expository writing, and literature. The B.C. Ministry Integrated Resources Packages (IRPs) will be used for curriculum requirements and teaching strategies.
Note: Both EDUC 434A and EDUC 434B must be completed before credit can be obtained.
EDUC 435
3 credits
Designs for Learning Secondary Mathematics
Prerequisite(s): Admission to the Teacher Education Program (TEP)
This course provides an introduction to fundamental pedagogical concepts and skills necessary for the effective teaching of secondary mathematics. The B.C. provincial curriculum Integrated Resourse Package (IRP) and current curriculum frameworks will be used as a focus for exploring diverse pedagogical strategies. The course will highlight the theory and practice of cooperative learning in a mathematics setting. The course will also introduce students to a range of mathematics activities that develop mathematical reasoning, concepts and skills across the secondary grades. Integration of mathematics with other subject areas will be addressed.
EDUC 436
3 credits
Designs for Learning General Science
Prerequisite(s): Admission to the Teacher Education Program (TEP)
This course provides an introduction to fundamental pedagogical concepts and skills necessary for the effective teaching of secondary science in the Junior Science courses (grades 8 - 10). The B.C. provincial curriculum Integrated Resource Package (IRP) will be used as a focus for exploring diverse pedagogical strategies. The course will explore the theory and practice of two pedagogical approaches: inquiry and direct instruction. Instruction will take place in a context of community-based science. Integration of science with other subjects will be addressed.
EDUC 437A
1.5 credits
Designs for Learning Secondary Science (Biology/Earth Science focus)
Prerequisite(s): Admission to the Teacher Education Program (TEP), EDUC 436
This course provides a continuation of learning about fundamental pedagogical concepts and skills necessary for the effective teaching of secondary Senior Science courses (Biology and Earth Science focus). The B.C. provincial curriculum Integrated Resource Package (IRP) will be used as a focus for exploring diverse pedagogical stategies and students will develop lessons and units using pedagogical content knowledge as a conceptual framework. The course will explore the theory and practice of two pedagogical approaches: inquiry and direct instruction. Instruction will take place in a context of community-based science. Integration of science with other subject areas will be addressed and assessment in relation to science topics will be explored.
Note: Both EDUC 437A and EDUC 437B must be completed before credit can be obtained.
EDUC 437B
1.5 credits
Designs for Learning Secondary Science (Chemistry/Physics focus)
Prerequisite(s): Admission to the Teacher Education Program (TEP), EDUC 436
This course provides a continuation of learning about fundamental pedagogical concepts and skills necessary for the effective teaching of secondary Senior Science courses (Chemistry and Physics focus). The B.C. provincial curriculum Integrated Resource Package (IRP) will be used as a focus for exploring diverse pedagogical stategies and students will develop lessons and units using pedagogical content knowledge as a conceptual framework. The course will explore the theory and practice of two pedagogical approaches: inquiry and direct instruction. Instruction will take place in a context of community-based science. Integration of science with other subject areas will be addressed and assessment in relation to science topics will be explored.
Note: Both EDUC 437A and EDUC 437B must be completed before credit can be obtained.
EDUC 440
1 credit
Professional Communication in Schools
Prerequisite(s): Admission to the Teacher Education Program
This course provides an introduction to the principles of effective communications in the school setting. The effectiveness of the teacher's oral communication skills (voice and presence) is examined. Another focus will be facilitated demonstrations of effective teaching through peer observation, recording, and reflection. In addition, student teachers will develop practical strategies for professional communication to a variety of audiences, such as parents, administrators, and colleagues through a variety of formats.
EDUC 441
1 credit
Online Teaching and Learning
Prerequisite(s): Admission to the Teacher Education Program (TEP)
This course provides an introduction to structures, technologies, curricular designs, and pedagogical approaches which characterize online teaching and learning. Students will learn about concepts such as distributed learning, blended instruction, continuous progress, and self-directed learning as they pertain to online learning programs. The course will provide an introduction to the features of Moodle (grade book, forums, blogs, profile, assignment development) and how to present instructional material in online teaching environments, such as Illuminate. Students will also learn about developing and creating an online community and presence as an online instructor.
EDUC 442
1 credit
Introduction to Classroom Research
Prerequisite(s): Admission to the Teacher Education Program (TEP)
This course introduces students to the principles and ethics of classroom research and the role such research plays in a teacher’s ongoing professional development. Students will create and implement their own participatory action research project in relation to their school practicum placement.
EDUC 444
1 credit
Classroom Management Strategies
Prerequisite(s): Admission to the Teacher Education Program (TEP)
This course will introduce students to traditional and contemporary approaches to classroom management and how these approaches relate to sources of power and authority in the K- 12 classroom. The use of routines, individual behaviour plans, whole class reward systems, environment supports, and student choice will be examined.
EDUC 445
2 credits
Planning and Assessment
Prerequisite(s): Admission to the Teacher Education Program (TEP)
This course teaches students how to lesson plan effectively for all subject areas and grade levels identified by the British Columbia Ministry of Education. In addition, students will be introduced to how lesson planning is an integral part of unit planning. An integral part of the planning process is the assessment and evaluation of student academic, social, and emotional development. Consequently, the principles of assessment and evaluation will be introduced, with students learning how to create and implement valid and reliable assessment tools.
EDUC 446
1 credit
Information Technology in Teaching
Prerequisite(s): Admission to the Teacher Education Program (TEP)
This course is designed to be an interactive and hands-on introduction to learning and teaching with information technology: computers and audio-visual equipment. Through readings, discussion, and practical assignments, the course aims to introduce students to some of the major social, cultural, and instructional issues surrounding the use of computing and communications technologies in K-12 teaching. Students will gain some concrete ideas about how to integrate information technology into their teaching, and they will develop a critical approach to the selection and use of computer software and audio-visual materials available for the K-12 classroom.
EDUC 447
3 credits
Indigenous Youth and Schooling
Prerequisite(s): Admission to the Teacher Education Program
This course is an introduction to Indigenous education. Throughout the course teacher candidates will critically examine historical and contemporary issues in education, and develop knowledge of indigenous philosophies of education and the multifaceted policies that have and continue to influence indigenous education and its pedagogies. Successful teacher candidates will be able to make meaningful links between the issues, philosophies, and policies examined in the course and their own practice as educators.
EDUC 448
1 credit
Conflict Resolution in Schools
Prerequisite(s): Admission to the Teacher Education Program (TEP)
Conflict inevitably occurs at some levels among people in various roles in the K-12 school setting: students, teachers, administrators, and parents. This course will introduce student teachers to contemporary responses to conflict resolution in schools.
EDUC 450
2 credits
Second Language Learning in Classroom Practice
Prerequisite(s): Admission to the Teacher Education Program (TEP)
This course will prepare pre-service teachers in effective elementary curriculum and instruction strategies for students from a wide variety of linguistic and cultural backgrounds. Children of minority language backgrounds (those often labeled as ESL students) face particular challenges and bring particular strengths to learning English in elementary school. The course will consider the theory and research in second language learning, examine recommendations for K-12 classroom practice, and develop plans for effective instructional programs. Pre-service teachers will integrate theoretical knowledge about language acquisition with K-12 lesson planning and practices.
EDUC 452
2 credits
Unit Planning, Assessment, Evaluation, and Reporting
Prerequisite(s): Admission to the Teacher Education Program (TEP)
Building on the foundation established by EDUC 445 (Planning and Assessment), this course teaches students how to unit plan, ensuring that the Prescribed Learning Outcomes (PLOs) of the British Columbia Ministry of Education can be effectively taught to a variety of student learners and then assessed, evaluated, and reported. Validity and reliability with regards to assessment, evaluation, and reporting will be discussed. Aspects of assessment and evaluation (e.g, portfolios, student-led conferences, parent-teacher interviews, and individual education plans) will be examined. As well, unit planning and lesson planning will be compared against day plans and year plans (as required by individual school boards in British Columbia).
EDUC 453
1 credit
Literacy Across the Curriculum
Prerequisite(s): Admission to the Teacher Education Program (TEP)
This course will focus on literacy and learning across the curriculum. The B.C. English Language Arts Integrated Resource Package (IRP) will be consulted to explore the ways in which language arts in the primary and intermediate grades relate to the elementary curriculum overall. We will develop knowledge, skills, and strategies in content area literacy; that is, reading, writing, speaking, listening, viewing, and representing to learn in various subjects of the curriculum. To this end, we will explore texts as print, electronic, oral, visual, and multimodal (multi literacies) to foster curricular integration.
EDUC 454
1 credit
Mental Health and Special Learning Needs
Prerequisite(s): Admission to the Teacher Education Program
This course orients students to the individualized needs of students with low incidence special needs requiring special education or mental health services. Students will learn about the educational, psychological, behavioral, and social needs of students with low incidence special educational needs and possible teaching strategies to support these students at school. The course will introduce behavioural descriptions of the most common mental health and special learning needs, and will provide a survey of treatment options and other resources relevant to these students and their care providers.
EDUC 460
2 credits
Governance and Reform in Public Education
Prerequisite(s): Admission to the Teacher Education Program
Since its inception in the mid-nineteenth century, the public school has been the site of many struggles, most often over ideological differences between the various stakeholder groups involved with schooling. This course is designed to help beginning teachers gain an understanding of the issues emerging from these struggles by examining different philosophies of education, the history of education in BC, and the development of different stakeholder groups. The aim is to help the student teacher understand and negotiate a teaching career as a knowledgeable and responsible professional
EDUC 481
1 credit
Special Topics in K-12 Education I
Prerequisite(s): Valid teaching certificate and department permission. Note: These courses are only available as part of the Teacher Education Summer Institute. Contact the department for more information.
This course varies depending on the interests of the faculty member and the relevant issues in education in B.C. This course explores topics that are either not addressed in other Summer Institute courses or expands in more depth on topics related to the professional development of practicing teachers.
Note: The special topic is denoted with a letter designation (e.g. EDUC 481C). Students may take EDUC 481 as many times as they wish, but will not receive credit for the same letter designation more than once. Possible topics denoted by letter designations include: EDUC 481C (Special Topics: Differentiated Instruction); EDUC 481D (Special Topics: Literacy in the Urban Classroom); and/or EDUC 481E (Special Topics: Lab Science in the Elementary Classroom).
EDUC 482
2 credits
Special Topics in K-12 Education II
Prerequisite(s): Valid teaching certificate and department permission. Note: These courses are only available as part of the Teacher Education Summer Institute. Contact the department for more information.
This course varies depending on the interests of the faculty member and the relevant issues in education in B.C. This course explores topics that are either not addressed in other Summer Institute courses or expands in more depth on topics on the professional development of practicing teachers.
Note: The special topic is denoted with a letter designation (e.g. EDUC 482C). Students may take EDUC 482 as many times as they wish, but will not receive credit for the same letter designation more than once. Possible topics denoted by letter designations include: EDUC 482C (Special Topics: Digital Literacy); EDUC 482D (Special Topics: Supporting Aboriginal Learners); and/or EDUC 482E (Special Topics: Supporting English Language Learners in the Classroom).
EDUC 483
3 credits
Special Topics in K-12 Education III
Prerequisite(s): Valid teaching certificate and department permission. Note: These courses are only available as part of the Teacher Education Summer Institute. Contact the department for more information.
This course varies depending on the interests of the faculty member and the relevant issues in education in B.C. This course explores topics that are either not addressed in other Summer Institute courses or expands in more depth on topics on the professional development of practicing teachers.
Note: The special topic is denoted with a letter designation (e.g. EDUC 483C). Students may take EDUC 483 as many times as they wish, but will not receive credit for the same letter designation more than once. Possible topics denoted by letter designations include: EDUC 483C (Special Topics: Assessment in the 21st century); EDUC 483D (Special Topics: Teaching from an Indigenous Worldview); and/or EDUC 483E (Special Topics: Social Justice in K-12 Classrooms).
EDUC 490
6 credits
School Experience
Prerequisite(s): Admission to the Teacher Education Program (TEP)
This six week school experience allows students to observe and experience the teaching environment. The course will include individual observations of students, and classroom and school routines. Opportunities will be given for small group instruction and designing lesson plans within the larger context of unit plans and prescribed learning outcomes. The practicum will also allow students to implement effective teaching strategies and to apply assessment strategies. Proactive organization and classroom management for teaching whole classes are also emphasized.
EDUC 492
12 credits
Integration of Knowledge and Practice
Prerequisite(s): Admission to the Teacher Education Program (TEP), EDUC 490
This twelve week practicum allows students to continue working in the classroom environment. Students will be individually placed and will work with a teacher mentor and supervising faculty mentor. Students will begin teaching in the first week and will gradually take on more teaching duties, depending on the judgment of the supervising faculty and teacher mentor. Between weeks three and nine, inclusive student teachers will be teaching 80% of a teacher’s normal working load as required by the Teacher Regulation Branch. During the final week(s) of the practicum, student teachers conclude teaching at levels of 80% or less. A collaborative mid-term report and final evaluation are included.
EDUC 495
2 credits
Applications of Reflective Practice
Prerequisite(s): Admission to the Teacher Education Program (TEP)
This year-long portfolio project is designed as a form of narrative inquiry for student teachers in which they portray and reflect on their knowledge, experiences, and developing educational philosophy. The guided questioning each term supports critical reflection on existing preconceptions of teaching and learning, on academic coursework, and on the activities during the program. This reflective process will help the students derive new levels of understanding and aid them in the development of justified principles and theories to guide future actions in the classroom. Students will become accustomed to reflection for problem solving and making pedagogical decisions. The project is further designed to promote a disposition for self-education and lifelong learning. Feedback from faculty will serve an important mentorship function. The Standards for the Education, Competence, and Professional Conduct of Educators in British Columbia, as administered by the Teacher Regulation Branch, will provide the focus and guidelines to assist each student in the development of their e-portfolio.
Note: EDUC 495 is offered in four 0.5 credit parts (A, B, C, D) over the entire year-long program. The four sections must be completed in the same academic year. The final objective is for each student to have completed an electronic portfolio by the end of the program. Students will become increasingly comfortable with the process of reflection for problem solving and for pedagogical decision-making. The process of developing and maintaining portfolios will facilitate development as a growing professional.
EDUC 495B
.5 credits
Applications of Reflective Practice II
Prerequisite(s): Admission to the Teacher Education Program (TEP)
This year-long portfolio project is designed as a form of narrative inquiry for student teachers in which they portray and reflect on their knowledge, experiences, and developing educational philosophy. The guided questioning each term supports critical reflection on existing preconceptions of teaching and learning, on academic coursework, and on the activities during the program. This reflective process will help the students derive new levels of understanding and aid them in the development of justified principles and theories to guide future actions in the classroom. Students will become accustomed to reflection for problem solving and making pedagogical decisions. The project is further designed to promote a disposition for self-education and lifelong learning. Feedback from faculty will serve an important mentorship function. The Standards for the Education, Competence, and Professional Conduct of Educators in British Columbia, as administered by the Teacher Regulation Branch, will provide the focus and guidelines to assist each student in the development of their e-portfolio.
Note: EDUC 495 is offered in four 0.5 credit parts (A, B, C, D) over the entire year-long program. The four sections must be completed in the same academic year. The final objective is for each student to have completed an electronic portfolio by the end of the program. Students will become increasingly comfortable with the process of reflection for problem solving and for pedagogical decision-making. The process of developing and maintaining portfolios will facilitate development as a growing professional.
EDUC 495C
.5 credits
Applications of Reflective Practice III
Prerequisite(s): Admission to the Teacher Education Program (TEP)
This year-long portfolio project is designed as a form of narrative inquiry for student teachers in which they portray and reflect on their knowledge, experiences, and developing educational philosophy. The guided questioning each term supports critical reflection on existing preconceptions of teaching and learning, on academic coursework, and on the activities during the program. This reflective process will help the students derive new levels of understanding and aid them in the development of justified principles and theories to guide future actions in the classroom. Students will become accustomed to reflection for problem solving and making pedagogical decisions. The project is further designed to promote a disposition for self-education and lifelong learning. Feedback from faculty will serve an important mentorship function. The Standards for the Education, Competence, and Professional Conduct of Educators in British Columbia, as administered by the Teacher Regulation Branch, will provide the focus and guidelines to assist each student in the development of their e-portfolio.
Note: EDUC 495 is offered in four 0.5 credit parts (A, B, C, D) over the entire year-long program. The four sections must be completed in the same academic year. The final objective is for each student to have completed an electronic portfolio by the end of the program. Students will become increasingly comfortable with the process of reflection for problem solving and for pedagogical decision-making. The process of developing and maintaining portfolios will facilitate development as a growing professional.
EDUC 495D
.5 credits
Applications of Reflective Practice IV
Prerequisite(s): Admission to the Teacher Education Program (TEP)
This year-long portfolio project is designed as a form of narrative inquiry for student teachers in which they portray and reflect on their knowledge, experiences, and developing educational philosophy. The guided questioning each term supports critical reflection on existing preconceptions of teaching and learning, on academic coursework, and on the activities during the program. This reflective process will help the students derive new levels of understanding and aid them in the development of justified principles and theories to guide future actions in the classroom. Students will become accustomed to reflection for problem solving and making pedagogical decisions. The project is further designed to promote a disposition for self-education and lifelong learning. Feedback from faculty will serve an important mentorship function. The Standards for the Education, Competence, and Professional Conduct of Educators in British Columbia, as administered by the Teacher Regulation Branch, will provide the focus and guidelines to assist each student in the development of their e-portfolio.
Note: EDUC 495 is offered in four 0.5 credit parts (A, B, C, D) over the entire year-long program. The four sections must be completed in the same academic year. The final objective is for each student to have completed an electronic portfolio by the end of the program. Students will become increasingly comfortable with the process of reflection for problem solving and for pedagogical decision-making. The process of developing and maintaining portfolios will facilitate development as a growing professional.
EDUC 498
2 credits
Special Topics in K-12 Education
Prerequisite(s): Admission to the Teacher Education Program (TEP)
The specific emphasis in this course will vary depending on the interests of the faculty member and the relevant issues. The course will provide an opportunity to explore topics related to K-12 education that are not addressed in the courses currently in the program, or to expand in more depth on topics addressed in other courses. The course will also provide an opportunity for faculty members to offer courses related to their specific areas of expertise.
EDUC 700
3 credits
Introduction to Leadership Theory and Practice
Prerequisite(s): Admission to the Graduate Certificate in Teacher Leadership and Mentorship program.
This course is an introduction to leadership theory and practice applicable to the school setting. A number of leadership approaches are examined to determine what distinguishes leaders from followers and what factors contribute to effective leadership. The course also explores contemporary leadership concepts and issues associated with leadership in general, as well as those more specifically related to teacher leadership and mentorship in the context of schools and their wider communities. Discussion and analysis of leadership styles and behaviours seek to question practical, theoretical, and philosophical perspectives of leadership in light of the challenges facing teacher leaders as mentors.
EDUC 701
3 credits
Teacher Mentoring
Prerequisite(s): Admission to the Graduate Certificate in Teacher Leadership and Mentorship program.
This course examines the benefits of implementing successful teacher leadership mentoring programs in schools and school districts. Through an examination of the research and theory of mentorship and induction models, this course enriches teacher leadership skills, effective instructional strategies, and the development of reflective practitioners within a collaborative culture through mentorship. Participants are exposed to coaching styles and learn the differences between developmental mentoring and supervision. As well, they learn to understand specific challenges faced by new teachers as they enter the educational profession. Practical strategies and skills that develop teacher competencies and a learning-focused relationship between the mentor and protégé will be explored.
EDUC 702
3 credits
Communication and Leadership for the Teacher-Leader
Prerequisite(s): Admission to the Graduate Certificate in Teacher Leadership and Mentorship program
This course is designed to deepen the participants' understanding of the dynamics of adult communication in a complex educational setting. Theoretical concepts will be addressed with reference to current research, case studies, practical demonstration, practice and feedback, video, and guest lecturers. The focus of this course is to determine principles of best practice that facilitate sound collegial communication between teacher-leaders and their colleagues, particularly as they relate to peer coaching and mentoring in the school setting.
EDUC 703
3 credits
Leadership and Professional Competencies in the K-12 School Setting
Prerequisite(s): Admission to the Graduate Certificate in Teacher Leadership and Mentorship program.
This course will enrich the capacity of teacher leaders to become instructional leaders within a mentoring role. Drawing on the theories of previous studies, participants will develop their vision of learning in relation to educational philosophy. Participants will gain knowledge of the Standards for the Education, Competence, and Professional Conduct of Educators in BC and the BCPVP Leadership Standards applied to the educational setting of a mentoring relationship. Participants will have an opportunity to reflect on their own practice around these standards and apply them to a professional framework for teaching, in order to support, challenge, and facilitate the development of professional vision by the protégé.
EDUC 704
3 credits
Practicum
Prerequisite(s): Admission to the Graduate Certificate in Teacher Leadership and Mentorship program.
This course is designed to give professional educators an opportunity to develop their capacity as teacher leaders in a mentoring role with a new teacher in the K-12 school setting. Through the practical application of established best practices in the fields of distributed leadership and mentoring, the course draws on the works of a number of educators. The practicum enables participants to acquire practical skills and gain professional confidence. Mentors will enrich their capacity for critical self-reflection, build on their existing skill sets, and apply best practices while nurturing the professional growth of new teacher colleagues. Program participants – protégé teachers – will be matched with volunteer leaders; as the leadership capacity of the protégés develop, they will begin to mentor novice teachers in the school districts, thereby becoming leaders themselves.
