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 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, and pedagogy. Topics include strategies of teaching, learning, assessment, classroom management, differentiation, and school governance. Includes school observations and/or case studies.
Note: Schools require a Police Information Clearance (PIC) for classroom observations. School districts have different processes for obtaining a PIC, so students will need to check with the district where they hope to do their observations. Obtaining a PIC is the student’s responsibility.
EDUC 410
3 credits
Schooling in a Diverse Society
Prerequisite(s): Admission to the Teacher Education Program (TEP)
This course connects social justice theories with educational policy and pedagogy, builds a framework for the development of progressive teaching practices, and explores policy and pedagogy that support inclusive classrooms that integrate the goals of social justice into the mainstream curriculum.
EDUC 412
3 credits
Introduction to Development and Special Learning Needs
Prerequisite(s): Admission to the Teacher Education Program (TEP)
This course reviews theories and models associated with learning and implications for children’s physical, cognitive, and socio-emotional development in classrooms and schools. The Universal Design for Learning, differentiation, and the identification and support of students with special needs is included.
EDUC 413
3 credits
Introduction to Adolescent Development and Special Learning Needs
Prerequisite(s): Admission to the Teacher Education Program [TEP]
This course reviews theories/models associated with learning and implications for adolescents’ physical, cognitive, and socio-emotional development in classrooms and schools. The Universal Design for Learning, differentiation, and the identification of students with special needs is included.
EDUC 420
3 credits
Designs for Learning Elementary English Language Arts
Prerequisite(s): Admission to the Teacher Education Program (TEP)
This course introduces concepts and pedagogical skills necessary to create a rich and dynamic English language arts program for the elementary classroom. Planning using the B.C. English Language Arts K-7 curriculum will be emphasized.
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 using the B.C. Social Studies K-7 curriculum and critical challenges.
EDUC 422
1 credit
Designs for Learning Elementary Fine Arts
Prerequisite(s): Admission to the Teacher Education Program
This course provides an overview of the fine arts including Movement and Dance, Drama, Music, and Visual Arts using the B.C. Fine Arts Curriculum Guidelines. The integration of fine arts with other curriculum areas is included.
EDUC 423
2 credits
Designs for Learning Elementary Science
Prerequisite(s): Admission to the Teacher Education Program (TEP).
This course introduces fundamental pedagogical concepts and skills necessary for the effective teaching of elementary science using the B.C. Ministry of Education curriculum. Approaches include inquiry, discovery, conceptual change, critical challenges, and direct instruction.
EDUC 424
3 credits
Designs for Learning Elementary Mathematics
Prerequisite(s): Admission to the Teacher Education Program (TEP)
This course introduces fundamental pedagogical concepts and skills for teaching elementary mathematics using the B.C. Ministry of Education curriculum. Focus is placed on developing conceptual understanding and strategic competence in mathematics.
EDUC 425
1 credit
Designs for Learning Elementary Physical Education
Prerequisite(s): Admission to the Teacher Education Program (TEP).
This course provides an introduction to fundamental theoretical concepts and pedagogical skills for implementation of a physical education program for the elementary classroom using the B.C. Ministry of Education curriculum as a focus for inclusion.
EDUC 431
3 credits
Designs for Learning General Language Arts
Prerequisite(s): Admission to the Teacher Education Program (TEP)
This course introduces pedagogical concepts and skills necessary for the effective teaching of secondary language arts using the B.C. Ministry of Education curriculum. Focus is placed on expressive and receptive aspects which enhance literacy in the secondary context.
EDUC 432
3 credits
Designs for Learning General Social Studies
Prerequisite(s): Admission to the Teacher Education Program (TEP).
This course introduces theoretical concepts and practical skills necessary for teaching secondary social studies grades 8 to 11, using the B.C. Ministry of Education curriculum. Focus will be placed on using historical thinking and critical challenges to develop planning.
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 teach History and Geography 12 as well as secondary studies in Civics, BC First Nations, and Social Justice using the B.C. Ministry of Education curriculum.
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 draws on students’ knowledge gained in EDUC 431 and builds deeper understanding of expressive (writing and speaking) and receptive (listening and reading) skills in such topics as poetry, creative writing, expository writing, and literature. The B.C. Ministry Integrated Resources Packages for curriculum requirements and teaching strategies is used.
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 using the B.C. Ministry of Education curriculum and an emphasis on mathematical reasoning and conceptual understanding.
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) using the B.C. Ministry of Education curriculum.
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 pedagogical concepts and skills necessary for effective teaching of secondary Senior Science courses (Biology and Earth Science focus) including Sustainable Resources 11 and 12, using the B.C. Ministry of Education curriculum.
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 pedagogical concepts and skills necessary for the effective teaching of secondary Senior Science courses (Chemistry and Physics focus) including Science and Technology 11, using the B.C. Ministry of Education curriculum.
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 (TEP).
This course introduces principles of effective communications in the school setting, examines effectiveness of the teacher’s oral communication skills (voice and presence), and uses practical strategies for professional communication to a variety of audiences, such as parents, administrators, and colleagues.
EDUC 441
1 credit
Online Teaching and Learning
Prerequisite(s): Admission to the Teacher Education Program (TEP).
This course introduces structures, technologies, curricular designs, and pedagogical approaches which characterize online teaching and learning including distributed learning, blended instruction, continuous progress, and self-directed learning and Moodle.
EDUC 442
1 credit
Introduction to Classroom Research
Prerequisite(s): Admission to the Teacher Education Program (TEP).
This course introduces candidates to the principles and ethics of classroom and action research and the role such research plays in a teacher’s ongoing professional development.
EDUC 444
1 credit
Classroom Management Strategies
Prerequisite(s): Admission to the Teacher Education Program (TEP).
This course introduces traditional and contemporary approaches to classroom management 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 introduces effective assessment and lesson planning for all subject areas and grade levels identified by the B.C. Ministry of Education.
EDUC 446
1 credit
Information Technology in Teaching
Prerequisite(s): Admission to the Teacher Education Program (TEP).
This course introduces concrete ideas about how to integrate information technology into teaching, with 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 (TEP).
This course critically examines historical and contemporary issues in education, and develops knowledge of Indigenous philosophies of education and the multifaceted policies that have and continue to influence Indigenous education and its pedagogies.
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 introduces teacher candidates 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 prepares teachers in effective elementary curriculum and instruction strategies for students from a wide variety of linguistic and cultural backgrounds. The course also considers the theory and research in second language learning, and examines recommendations for K-12 classroom practice.
EDUC 452
2 credits
Unit Planning, Assessment, Evaluation, and Reporting
Prerequisite(s): Admission to the Teacher Education Program (TEP).
This course prepares teachers in effective elementary curriculum and instruction strategies for students from a wide variety of linguistic and cultural backgrounds. The course also considers the theory and research in second language learning, and examines recommendations for K-12 classroom practice.
EDUC 453
1 credit
Literacy Across the Curriculum
Prerequisite(s): Admission to the Teacher Education Program (TEP).
This course explores ways in which language arts in the elementary grades relates to other subject areas using the B.C. Ministry of Education curriculum as a guide. Focus is placed on developing multimodal literacies to foster curricular integration.
EDUC 454
1 credit
Mental Health and Special Learning Needs
Prerequisite(s): Admission to the Teacher Education Program (TEP).
This course orients students to the individualized needs of students with low incidence special or mental health needs including any educational, psychological, behavioral, and social needs of students. Focus is placed on teaching strategies to support these students at school.
EDUC 460
2 credits
Governance and Reform in Public Education
Prerequisite(s): Admission to the Teacher Education Program (TEP).
This course develops an understanding of the issues emerging from historical struggles in public schools, differences between the various stakeholder groups involved with schooling, and differences between a range of philosophies of education.
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).
Teacher candidates observe and experience the teaching environment (individual observations, classroom and school routines), teach small group instruction, and design lesson plans for teaching in the elementary classroom. Observations by faculty and teacher mentors occur continually throughout the school experience.
EDUC 492
12 credits
Integration of Knowledge and Practice
Prerequisite(s): Admission to the Teacher Education Program (TEP) and EDUC 490.
This twelve week practicum occurs in a classroom environment working with a teacher and faculty mentor. Teacher candidates begin teaching in the first week and will gradually take on more teaching duties, until full immersion at 80% for six weeks.
EDUC 495
2 credits
Applications of Reflective Practice
Prerequisite(s): Admission to the Teacher Education Program (TEP).
This course develops each candidate’s ability to reflect, and apply that reflection to future action. The first two semesters focus on the effective gathering of evidence with a detailed reflection. The third semester culminates in an electronic portfolio using evidence from EDUC 492.
Note: EDUC 495 is offered in three consecutive semesters. EDUC 495A is 0.5 credit, EDUC 495B is 0.5 credit, EDUC 495C is 1 credit. All three sections must be completed to successfully complete the EDUC 495 course.
EDUC 498
2 credits
Special Topics in K-12 Education
Prerequisite(s): Admission to the Teacher Education Program (TEP).
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 not addressed in current courses or expands in more depth on topics already addressed.
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.
