UNIVERSITY OF BRITISH COLUMBIA TEACHER EDUCATION PROGRAM
VIEWBOOK 2014/15
THE UBC BACHELOR OF EDUC The University of British Columbia’s Faculty of Education offers BC’s largest and most comprehensive teacher preparation program, the only one that includes all teaching specializations for secondary education, along with elementary and middle years options. In addition, the Faculty offers an extensive graduate program, professional development options for teachers and BC’s longest running teacher education program for those of Aboriginal heritage (NITEP). We are committed to preparing teachers for their responsibilities as educators in both local and global contexts. When you receive a Bachelor of Education (BEd) from UBC, a whole world of opportunity becomes available to you in classroom contexts and beyond. Completing our 12-month program leads to a Bachelor of Education (BEd) degree and recommendation for teacher certification by the Ministry of Education Teacher Regulation Branch (TRB). You will be qualified to apply for certification to teach in the province of British Columbia. You can also apply for certification in other provinces and countries—each province and country has its own certification requirements. To be eligible for the BEd degree, individuals must have completed a Bachelor’s degree including relevant academic preparation. Applicants must also have volunteer or work experience in a group setting with children or youth, preferably at the age level you wish to teach.
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CATION PROGRAM (BEd) PROGRAM OPTIONS Elementary (Kindergarten to Grade 7) Middle Years (Grades 6 to 9) Secondary (Grades 8 to 12) Secondary Dual Degree (BSc/BEd, BKIN/BEd) NITEP (The Indigenous Teacher Education Option) WKTEP (West Kootenay Teacher Education Program) We offer teaching options for all grades from Kindergarten to Grade 12.
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INQUIRE When you were a child, did you ask questions about everything? Do you still? Inquisitive people make great teachers. At a research-intensive university like UBC, INQUIRY is considered a hallmark of teacher education and professional development. UBC’s teacher candidates are inspired and supported to inquire systematically into their own practices.
STUDENT PERSPECTIVE
“I think it’s important. We should be always questioning our practices and asking why we are doing things a certain way. What is the purpose of education? That is a really good question I’m struggling with still.” — Katrina, Secondary (English)
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STUDENT PERSPECTIVE
“The type of teaching that I want to do is to cultivate and foster students to challenge themselves … And I think that’s what inquiry really is about for
Learning is continual and transformative; it takes place in a variety of contexts and through different means as both an individual and collective activity.
us too. We’re trying to figure out what is the best way to teach. In finding my own voice, doing my own research, I have to find a way to make it work. In the end, that’s going to give me the confidence to go into the future and start incorporating my own philosophies and theories to bring out the best in students.” — Troy, Secondary (Drama)
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IMAGINE Are you a creative thinker? Teachers spark imagination. UBC teacher education graduates can be found teaching in schools and other educational settings throughout BC and Canada, as well as around the world. UBC-educated teachers, and administrators, are leaders in school change and curriculum innovation. Our alumni can be found teaching all over the world, in places such as the US, Great Britain, Japan, China, Australia, to name a few countries.
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INSPIRE
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Are you someone who leads change? Teachers inspire students in and beyond the classroom. The Faculty of Education at UBC seeks life-long learners dedicated to personal growth and professional development. Teacher candidates are expected to be effective communicators, engaged learners, and caring practitioners. We are committed to admitting qualified candidates who reflect the ethnic, linguistic, cultural, and social diversity of British Columbia and beyond. Applications are welcomed from persons of Aboriginal ancestry, visible minorities, and persons with disabilities.
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THE THE ELEMENTARY ELEMENTARY OPTION OPTION
This option prepares generalist teachers for kindergarten to Teacher grade 7. candidates enrolled in this option will teach all subject areas in the elementary curriculum (Kindergarten Teacher candidates enrolled in this option will teach all to Grade 7), including Core French in Grades 5 to 7. subject areas in the elementary curriculum, including Core French in grades 5 to 7.
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Cohorts Teacher candidates in the elementary option select learning groups called “cohorts” organized by a particular theme or approach. Cohort members take courses together and are assigned practicum placements in partner schools in given geographic areas (school districts). In each elementary program cohort, teacher candidates learn how to teach all subjects (Kindergarten to Grade 7).
ELEMENTARY COHORT OPTIONS: 1. Arts-Based & Creativity (ABC) 2. Community of Inquiry in Teacher Education (CITE) 3. International Baccalaureate – Primary Years Programme (IB-PYP) 4. Introduction to Montessori Education 5. Kindergarten — Primary Program (KIPP) 6. Personalized Learning & Technology (PL-Tech) 7. Social and Emotional Learning (SEL) 8. Teaching English Language Learners through Problem-Based Learning (TELL/PBL) 9. Elementary French Specialists — Core French/French Immersion
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Arts-Based & Creativity (ABC) While becoming qualified to teach all elementary grades, K to 7, the focus of ABC, Arts-Based & Creativity Cohort, is on inquiring into education through the practices of teachers and artists. Instructional leaders in the cohort include specialists in music, art and drama. A background in visual or performing arts is not necessary, but a passion for the arts is an asset. Teacher candidates will be encouraged to develop their own philosophy of teaching in an atmosphere enriched through exposure to arts-based instruction. Practicum placements are in Vancouver or Delta schools.
Community of Inquiry in Teacher Education (CITE) The CITE team is committed to principles of both community and inquiry and to the open communication required for them to flourish. CITE is based on core commitments about education in general and teacher education, in particular. Special features of CITE include instruction in technological tools and communication applications for classrooms. Teacher candidates are expected to participate actively in the CITE community and to take responsibility for all aspects of their own learning, including meeting regularly in small inquiry groups to explore issues of teaching and learning. Practicum placements are in Richmond schools.
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International Baccalaureate (IB-PYP) Teacher candidates selecting this cohort have an interest in an international education that is concept-based, inquirydriven and student-centred. Guided by key concepts and transdisciplinary themes, teachers create enriching, handson learning opportunities that promote discovery, exploration and thinking about real-world issues.
IB Primary Years Programme students, North Vancouver
This elementary cohort focuses on the IB Primary Years Programme in Grades 1 to 7. Practicum placements for the elementary IB cohort are in authorized IB World Schools in the Lower Mainland. IB Primary Years Programme students, North Vancouver
Teaching is a moral enterprise, and learning to teach is a matter of developing dispositions as well as gaining content and pedagogical knowledge. teach.educ.ubc.ca | 11
Introduction to Montessori Education The focus of this cohort is developing preliminary understanding about the Montessori approach to education, a child-centred approach wherein children develop cognitively and socially through direct experience within their learning environment, learning independently but with guided support from their teacher. Teacher candidates will work with children aged 6 to 12 in Montessori classrooms in public schools throughout the Lower Mainland. Those who wish to have their BEd program recognized towards continuing Montessori professional development will register in an additional 6 credits of Montessori coursework and complete a pre-program Introduction to Montessori Foundations online course that can be completed at one’s own pace between May-August and one on-campus course at UBC in 12 | UBC TEACHER EDUCATION
late August. These courses and the BEd practicum will be recognized as a partial laddering towards an American Montessori Society (AMS) credential should the teacher candidate wish to continue their professional development by enrolling in an AMS-affiliated Montessori Teacher Education Program. Practicum placements are in Lower Mainland schools.
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Kindergarten–Primary Program (KIPP) While becoming qualified to teach all elementary grades, K to 7, teacher candidates in the Kindergarten–Primary Program Cohort develop expertise in meeting the needs of learners in Kindergarten through Grade 3 (ages 4 to 9 years). Cohort instructors highlight issues in Kindergarten–Primary education course work, and teacher candidates become aware of current research regarding developmentally-appropriate practices in supporting young childrens’ learning. Practicum placements are in Vancouver, North Vancouver, or West Vancouver schools.
Photo: Geoffrey Kehring
Personalized Learning and Technology (PL-Tech) Teacher candidates in the PL-Tech cohort are interested in elements of 21st century learning such as a continuum approach to curriculum implementation and student progress, flexible learning structures, and the use of technological tools in facilitating teaching, learning, assessment and communication. There is a focus on learning about and incorporating these innovative elements into teacher candidates’ practice as learners as well as developing teachers. Practicum placements are in Surrey or Langley schools.
A learning community is one in which members are committed to ongoing inquiry, critical reflection, and constructive engagement with others. teach.educ.ubc.ca | 13
Social and Emotional Learning (SEL) Teacher candidates experience the regular Teacher Education program with a special emphasis on Social and Emotional Learning (SEL). Research demonstrates the significant role of social and emotional learning in promoting the healthy development and academic achievement of all students. SEL emphasizes active learning approaches and a teaching practice that foster positive attitudes, behaviours and thinking processes in students. Practicum placements are in Langley, Surrey or Delta schools.
Teaching English Language Learners Through Problem-Based Learning (TELL/PBL)
Members of the TELL/PBL cohort prepare to work effectively with elementary-age learners for whom English is an additional language using an innovative educational strategy that weaves problem–solving and critical thinking into content knowledge through the use of real world problems and situations. UBC instructors use case study methods to expertly guide teacher candidates to develop inquiries into pedagogy, curriculum, learning, and the profession of teaching. Additional emphases include ways to use multilingual, multimodal, and multicultural ways of meaning-making that learners bring to the classroom; working as a school resource for English language learners; teacher collaboration; and advocacy work for this population. Practicum placements are in Vancouver or Richmond schools.
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Elementary French Specialists — Core French/French Immersion This cohort is designed for teacher candidates who speak and write French and wish to specialize in teaching French Immersion or Core French at the elementary level. Most courses are delivered and assignments are completed in French. This allows teacher candidates to continue to develop their proficiency while in the program. All Grades 5 to 8 teachers in British Columbia are required to teach Core French; whereas, French Immersion and Intensive French are programs of choice. French Immersion teachers are in high demand in British Columbia school districts. Admission into the cohort requires successful completion of the French Language Appraisal (FLA) or Diplôme d’études en langue française (DELF). Practicum placements are in Langley, Surrey, Delta, Richmond, Vancouver, Burnaby, North Vancouver or West Vancouver schools.
Teach French in Elementary Schools: French Immersion:
Teach subject content in French.
Core French:
Teach French as a subject among general subjects in the regular English program.
Intensive French:
Teach French in an intensive immersion-like semester in Grade 6.
Francophone Schools:
Teach subject content in French within the Conseil Scolaire Francophone.
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THE MIDDLE YEARS OPTION This option emphasizes teaching students in Grades 6 to 9 (ages 10 to 14 years). Teacher candidates who complete the Middle Years BEd program option have the benefit of being prepared for teaching elementary (Kindergarten to Grade 7), as well as for a secondary specialization.
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Self-Regulated Learning (SRL) in the Middle Years The middle years school setting celebrates adolescents’ talents and supports their learning during important transitional years. This context enables students to gradually prepare for the demands of the secondary school while recognizing their unique developmental needs. Middle Years teacher candidates prepare in both the elementary curriculum and a subject teaching specialization: 1. English 2. Physical Education 3. Social Studies or 4. Science
Teacher candidates also learn how to promote self-regulated learning by involving students in making choices, controlling challenge, evaluating learning, and collaborating with peers. The SRL model occurs in the context of professional workshops, practicum placements, and the inquiry seminars. Teacher candidates are also encouraged to make connections to SRL in their curriculum courses. Middle Years practicum placements are in Langley, Vancouver, New Westminster, or Coquitlam schools. A select number of teacher candidates may be placed in International Baccalaureate Middle Years schools.
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Teaching Teams in Middle Schools Middle schools are usually organized into teams of three to five classes of students. Each teacher belongs to a teaching team responsible for planning and supporting the entire program for the team’s 90–150 students. It is like a “school within a school”. As the year progresses, you get to know and work with all the students on your team, including the students in your homeroom class. Through collaboration with other teachers in weekly meetings, the team draws on the individual strengths and backgrounds of its teachers to plan and deliver a exciting educational program for the students that includes the core curriculum, advisory, explorations, and exciting team activities.
Explorations The Explorations program is another unique aspect of middle schools. Explorations are different from elective courses in secondary school because all students take all of the Explorations subjects throughout the year. For part of every day, students attend explorations classes taught by teachers with specialized training in subject areas such as: art, drama, physical education, music, home economics, and technology education. As a middle school teacher, you have the opportunity to teach in one of the Explorations subjects.
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Teamwork and collaboration are emphasized. Teacher candidates are paired with mentors who are committed to helping students to be: • adaptive learners • aware of their strengths and weaknesses • motivated to do the best they can • able to apply effective learning and problem-solving strategies to successfully complete challenging tasks and activities
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THE SECONDARY OPTION This option prepares students to teach one or two subject specializations in all grades (8 to 12) in secondary schools.
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Subject Specializations Teacher candidates in the secondary program option are grouped according to their subject specialization (e.g., Math, English, Physical Education). Secondary teacher candidates are assigned their practicum placement according to one of their first two choices of geographic area. Admission is based on subject/discipline specialization during one’s undergraduate degree. During the BEd program, teacher candidates are introduced to adolescent development and prepared methodologically to teach their areas of specialization (teachable areas).
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Which subject(s) do you want to teach? UBC has the most comprehensive list of secondary specializations offered in a teacher education program in Western Canada.
Art
Business Education
Culinary Arts
Computer Science
English
English as a Second Language
French
Home Economics
Mathematics
Music
Physical Education
Technology Education
Theatre
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SOCIAL STUDIES EDUCATION
Geography
History
Social Science
Chemistry
Earth Science
SCIENCE EDUCATION
Biological Sciences
Physics
MODERN LANGUAGES EDUCATION
Mandarin
German
Italian
Japanese
Korean
Punjabi
Russian
Spanish
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French Specialization When enrolled in the Secondary French Specialist option, most of the classes are taught in French; as well, practica occur in French Immersion, in regular schools offering Core French, or in Francophone schools.
Learning content in French allows teacher candidates to continue to develop their French proficiency during the year. Teacher candidates may combine French with another teaching subject concentration (e.g., Spanish or Biology).
International Baccalaureate (IB) Option Teacher candidates selecting the IB option have an interest in an international education that is concept-based, inquirydriven and student-centred. Guided by key concepts and transdisciplinary themes, teachers create enriching, handson learning opportunities that promote
IB Middle Years Programme, North Vancouver
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discovery, exploration and thinking about real-world issues. Practicum placements for the secondary IB option will be in authorized IB World schools in all Lower Mainland school districts (as is the case for other secondary placements).
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Dual Degree Options
BACHELOR OF SCIENCE & BACHELOR OF EDUCATION (BSc/BEd) BACHELOR OF KINESIOLOGY & BACHELOR OF EDUCATION (BKIN/BEd) If you are enrolled in the Bachelor of Science program, you can pursue a dual degree in Science (BSc— Math and Physics or Food, Nutrition and Health) and Education (BEd), or a Bachelor of Kinesology program (BKIN) and Education (BEd), which may lead to teaching secondary courses in Mathematics, Physics, Home Economics, or Physical Education (Grades 8 to 12).
This dual degree program option with the Faculty of Science, the Faculty of Land and Food Systems, or the School of Kinesiology, offers capable students the opportunity to earn a Bachelor of Science degree (BSc Physics or Mathematics, or Food, Nutrition and Health Major), or Bachelor of Kinesiology degree (BKIN), and a Bachelor of Education degree (BEd) in secondary education in five years with reduced credits than the traditional four- plus one-year degree path to the BEd degree and teacher education. The program is currently open only to students pursuing a degree in Mathematics, Physics, or Food, Nutrition and Health, or Kinesiology.
Students must satisfy all of the specified dual degree program option requirements for Mathematics, Physics, or Food, Nutrition and Health, or Kinesiology in their degree and in the Education degree. Admission acceptance into the program will be determined based on a review of both the applicant’s transcript and a statement of academic purpose. Entry into and continuation of a dual degree program requires that the student remain in good academic standing. Dual degrees are not open to students with a previous degree.
After completing all the requirements, students are normally eligible for a British Columbia Professional Teaching Certificate.
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NITEP — THE INDIGENOUS TEACHER EDUCATION OPTION NITEP is the teacher education option designed for Aboriginal students who are interested in teaching elementary and secondary years.
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For 40 years, NITEP at the University of British Columbia has delivered a teacher education program in an environment that honours diverse Aboriginal traditions and philosophies. Graduates of the BEd program (Elementary or Secondary) are prepared to be effective educators for public, band-operated and independent schools. The First Nations Education Council, which developed and advises the program, is made up of Aboriginal educators, UBC Faculty, coordinator representatives, a BCTF representative, and NITEP student representatives.
NITEP HISTORY NITEP began as an elementary teacher education program in September of 1974 in response to needs expressed by Aboriginal people throughout BC for a more effective and relevant teacher education program. In September 2004, a secondary option for those who want to teach Grades 8 to 12 was established.
The Longhouse at UBC, Point Grey campus
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NITEP As a contemporary program with traditional values, NITEP truly exemplifies how culture can be integrated within a mainstream post-secondary institution. In addition to the Urban Centre on the UBC Vancouver campus, NITEP is also offered at field centres in Bella Bella, Duncan, and Kamloops. These centres allow students to maintain their connection to home and community while pursuing their education. Our Coordinators teach in the program and assist students with course planning, advising, and arranging for tutors. The cohort structure of NITEP allows
students to bond and become a family as they experience the program together. Students have likened their experience to a canoe journey; the more they pull together the easier it becomes. NITEP students and graduates are role models and agents of change and empowerment. For over three decades, more than 360 individuals have graduated and gone on to successful careers
as teachers, administrators, provincial and federal government employees, and other highly valued positions in Aboriginal education. Many have continued their studies and have received Masters and Doctorate degrees. With the launch of the revised 12-month program, the opportunity to earn a UBC Bachelor of Education degree in less time means that graduates can join the workforce sooner, while receiving the same salary as students who completed the previous program.
Visit
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To obtain an application or for additional information about the program, please visit the NITEP website at nitep.educ.ubc.ca. Email: nitep.educ@ubc.ca Facebook: facebook.com/ NITEP.UBC
The intention of the program is to build upon and strengthen the cultural heritage and identity of the professionals in training. Using these strengths as a base, students develop the skills and academic knowledge expected of beginning educators. teach.educ.ubc.ca | 29
WKTEP — WEST KOOTENAY TEACHER EDUCATION PROGRAM WKTEP is the rural education option (Elementary and Secondary) located in Castlegar, BC and surounding communities.
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WKTEP has a strong focus on rural and small school settings, recognizing that they offer exciting educational opportunities for teachers. There is also an emphasis on place-based learning with strong ties to local communities and school districts. The West Kootenay Teacher Education Program provides teacher candidates with the opportunity to develop the professional qualities and effective practices for teaching in today’s complex learning environments with a strong focus on community, collaboration, and innovation. WKTEP offers the full complement of UBC’s BEd coursework, field experiences and practica, with both a 2-week and a 10-week practicum hosted by the 4 local area school districts, as well as a 3-week community field experience in non-formal settings. Elementary and secondary teacher candidates are together for some courses in both on-campus and in-school settings, and experienced tutors mentor secondary teacher candidates in selected specializations.
A responsive teacher education program is attentive to all the communities it serves.
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Join WKTEP and become part of a vibrant rural community rooted in a distinctive blend of cultures and situated within a picturesque mountain landscape.
Photo: Brian Uhreen
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PRACTICUM The practicum includes weekly school visits starting in September (the Pre-Practicum Experience), followed by a two-week school placement in the fall and a 10-week Extended Practicum in the spring.
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School-Based Practicum The teaching practicum is an exciting part of the Bachelor of Education program because it is the time when teacher candidates put theory into practice alongside an experienced teacher. Initially, emphasis is placed on gradual orientation to the school setting. After this acclimatization period, the focus shifts to meeting the challenges of an increased teaching load and added responsibilities. STUDENT PERSPECTIVE
Elementary and Middle Years teacher candidates are assigned to a particular geographic area associated with their selected cohort. Every effort is made to place Secondary teacher candidates in one of their two requested school districts. However, requests are dependent on several variables, including timetable and teaching subject. Be prepared to accept the placement deemed appropriate for you by the secondary practicum coordinator.
“The most valuable tool I developed during my practicum was creating a cooperative learning environment, in which all members of the classroom community were encouraged to listen attentively, provide their peers with appreciation and mutual respect.” — Melanie, Secondary BEd program graduate and Dr. Maxwell Cameron Award winner
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COMMUNITY FIELD EXPERIENCE (CFE) Following successful completion of a school-based extended practicum, all teacher candidates in the BEd program participate in a three-week Community Field Experience.
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Community Field Experience (CFE) In most cases, the community field experience occurs outside of schools in placements hosted by community partners. Research informs us that such “non-formal� educational involvement helps teachers develop a broader, more holistic view of education. Some field experiences take place in a school context that is very different from the extended practicum site, and others take place in locations across the province, country and internationally. By taking part in the CFE, teacher candidates expand their concept of potential learning sites and how they might get involved, either as a career option or as a classroom teacher with an understanding of educational community connections. During the initial registration process, teacher candidates indicate their preference for a community field experience placement by theme or geographic region. Photo: Andrew Knudsen
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partners. To see the complete list, please visit cfe.educ.ubc.ca.
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INTERNATIONAL FIELD EXPERIENCE For the community field experience, teacher candidates may apply for a limited number of practical educational experiences outside of Canada. In most cases, these opportunities necessitate extra costs, which are the responsibility of the successful applicants. Participation in an international teaching and learning opportunity requires the demonstration of a high level of success in the Bachelor of Education program courses and practica prior to the international experience. Some of our international partners: Australia, Swaziland, France, England, South Korea, Mexico, and Hong Kong. STUDENT PERSPECTIVE
RURAL FIELD EXPERIENCE
“It’s an excellent experience. It shows you a different side
Teacher candidates also have the option to apply for a community-based field experience in rural communities.
of our education system.
Some of our rural education partners: Haida Gwaii, CaribooChilcotin, Prince Rupert, Kamloops, Vancouver Island West, and Peace River North.
walk through it. So living
You can read about it, but it’s much different when you that experience was really beneficial.” — Claire, Elementary BEd grad, on the rural field experience
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What is the main difference between the community field experience and the teacher candidates’ previous practicum placements? The community field experience is intended to qualify as “non-formal” education. That is, its purpose is to provide teacher candidates with opportunities to participate in educational circumstances that differ from the conventional “formal” classroom. These experiences will vary greatly according to the community partners, but in every case, the field experience is intended to challenge the teacher candidates to think about education beyond the classroom walls.
STUDENT PERSPECTIVE
“I experienced two entirely different school environments, an opportunity to compare and contrast how different school programs, policies and specific educational strategies impacted the community as a whole. Perhaps the most valuable part...was that it provided me with perspective. It was refreshing to switch gears. I felt reinvigorated as an educator by my experiences in the outdoor classroom and was refreshed by the different school environment. It gave me the opportunity to build a new skill set that will assist me in finding a job. I now feel more confident with my abilities as an educator. I feel more adaptable, prepared and reflective than I would having only been through one placement.” — Scott, Secondary BEd grad, on his CFE placement at an outdoor education school in Abbotsford
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ADVISING Meet with an admissions officer to learn more about our program and to discuss academic and experience requirements. Book an advising appointment: Tel: 604 822 5242 Email: teacher.ed@ubc.ca. Advising appointments are scheduled every Tuesday and Thursday from 1:00 to 4:00 p.m.
Follow these tips to get the most out of your advising appointment: 1. Find and read the information about your program of interest 2. Complete the academic self-assessment worksheet for your teaching area(s). Download worksheets from our website. 3. Bring your unofficial transcripts to the advising appointment. 4. Email questions to teacher.ed@ubc.ca or directly to admissions officers.
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Can’t make it in person? Our admissions officers are available via Live Chat, an instant messaging service, that can be accessed straight from our website. Visit Admissions on teach.educ.ubc.ca.
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Teacher Education Office Faculty of Education The University of British Columbia Room 103 – 2125 Main Mall Neville Scarfe Building Vancouver, BC Canada V6T 1Z4 Tel: 604 822 5242 Fax: 604 822 8227 Email: teacher.ed@ubc.ca teach.educ.ubc.ca