University of British Columbia Teacher Education Program Viewbook 2015/16

UNIVERSITY OF BRITISH COLUMBIA

TEACHER EDUCATION PROGRAM

VIEWBOOK 2015/16

THE UBC TEACHER EDUCATION PROGRAM 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 teachable subjects 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

PROGRAM OPTIONS ELEMENTARY (Kindergarten to Grade 7)

(NITEP).

MIDDLE YEARS (Grades 6 to 9)

We are committed to preparing teachers

SECONDARY DUAL DEGREE (BSc – Food, Nutrition & Health,

SECONDARY (Grades 8 to 12)

for their responsibilities as educators in

Math, or Physics; BKin; or BMus plus a BEd)

both local and global contexts. When you

NITEP (The Indigenous Teacher Education Option)

receive a Bachelor of Education (BEd)

WKTEP (West Kootenay Teacher Education Program)

from UBC, a whole world of opportunity becomes available to you in classroom

We offer teaching options for all grades from Kindergarten to Grade 12.

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 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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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.

Learning is continual and transformative; it takes place in a variety of contexts and through different means as both an individual and collective activity.

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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 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)

“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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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 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: • Arts-Based & Creativity (ABC) • Community of Inquiry in Teacher Education (CITE) • International Baccalaureate – Primary Years Programme (IB-PYP) • Kindergarten — Primary Program (KIPP) • Montessori • Personalized Learning & Technology (PL-Tech) • Social and Emotional Learning (SEL) • Teaching English Language Learning Through a Cross-Curricular Approach (TELL-3C) • 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 Delta or Vancouver 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, hands-on 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 Delta, Maple Ridge, North Vancouver, Surrey, Vancouver, or West Vancouver.

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

Kindergarten–Primary Program (KIPP)

Montessori

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).

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.

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 North Vancouver, Vancouver, or West Vancouver schools.

Photo: Geoffrey Kehring

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Teacher candidates will work with children aged 6 to Photo: Angela Sullivan 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 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.

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 Langley or Surrey schools.

Photo: Michael Piper

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 Delta, Langley or Surrey schools.

Teaching English Language Learning Through a Cross-Curricular Approach (TELL-3C)

Members of the TELL-3C 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 Burnaby, Richmond or Vancouver 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 Core French, French Immersion or Intensive 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 Burnaby, Delta, Langley, North Vancouver, Richmond, Surrey, 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 teachable subject.

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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 teachable subject: • English • Physical Education • Social Studies or • 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 Coquitlam, Langley, New Westminster, or Vancouver 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 teachable subjects in all grades (8 to 12) in secondary schools.

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Teachable Subjects Teacher candidates in the secondary program option are grouped according to their teachable subjects (e.g., Math, English, Physical Education) and are placed on practicum based on the availability of placements within their subject area/s. As much as possible, teacher candidates are assigned according to the two preferred geographic locations/districts they select on their practicum placement form.

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 subject/s.

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Which subject(s) do you want to teach?

UBC has the most comprehensive list of secondary teachable subjects offered in a teacher education program in Western Canada.

Art

Business Education

Culinary Arts

Computer Science

English

English Language Learner Education

French

Home Economics

Mathematics

Music

Physical Education

Technology Education

Theatre

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SOCIAL STUDIES EDUCATION:

Social Science

History

Geography

SCIENCE EDUCATION:

Biological Sciences

Earth Science

Chemistry

Physics

MODERN LANGUAGES EDUCATION:

German

Italian

Japanese

Korean

Mandarin

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 teachable subject (e.g., Spanish or Biology).

International Baccalaureate (IB) Option UBC is Canada’s only teacher education institution offering this option.

Teacher candidates will also have the opportunity to be a part of the International Baccalaureate Educator Stream within their chosen subject/s once they have registered.

an interest in international education that is concept-based and inquiry-driven. The IB is an academically challenging program known around the world.

Teacher candidates in International Baccalaureate Education (Middle Years Programme and Diploma Programme) have

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).

IB Middle Years Programme, North Vancouver

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Dual Degree Options The Faculty of Education offers the option of beginning your teacher education program at the secondary level while concurrently enrolled in specific Bachelor degree studies at UBC. Bachelor of Science & Bachelor of Education (BSc/BEd) • Food, Nutrition and Health + Home Economics Education Bachelor of Science: Land and Food Systems (BSc) + Bachelor of Education (BEd) • Math + Math Education Bachelor of Science (BSc) + Bachelor of Education (BEd) • Physics + Physics Education Bachelor of Science (BSc) + Bachelor of Education (BEd) Bachelor of Kinesiology & Bachelor of Education (BKin/Bed) • Physical and Health Education + Physical Education Bachelor of Kinesiology (BKin) + Bachelor of Education (BEd) Bachelor of Music & Bachelor of Education (BMus/BEd) • General Studies: Secondary Music Education + Music Education Bachelor of Music (BMus) + Bachelor of Education (BEd)

The dual degree (BSc/BEd, BKin/BEd, BMus/BEd) teacher education program option will be completed in five years with reduced credits rather than the traditional four- plus one-year degree path to the BEd degree.

After completing all the requirements, students are normally eligible for a British Columbia Professional Teaching Certificate. Students must satisfy all of the specified dual degree program option requirements for Mathematics; Physics; Food, Nutrition and Health; Kinesiology; or Music in their degree and 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.

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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 or secondary years.

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For over 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, First Nations 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.

First Nations Longhouse at UBC Point Grey campus

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.

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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 Duncan, Lillooet, and the Fraser Valley (opening September 2016). These centres allow students to maintain their connection to home and community while pursuing their education. Our coordinators teach in the program and the On-Campus Coordinator assists students with course planning,

advising, arranging for tutors, and other support. 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 375 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: nitep.educ.ubc.ca .

Email: nitep.educ@ubc.ca

@UBCNITEP 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 Nelson, 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-conscious 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 and practica, with both a 2-week and a 10-week practicum hosted by 5 school districts (SD8, SD10, SD20, SD51, SD93), as well as a 3-week community-based field experience in non-formal settings.

WKTEP’s new learning facility in Nelson, BC

Elementary and secondary teacher candidates are together for some courses in both oncampus and in-school settings, and experienced tutors mentor secondary teacher candidates in selected teachable subjects.

A responsive teacher education program is attentive to all the communities it serves.

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PRACTICUM The practicum includes weekly school visits starting in September (the Pre-Practicum Experience), followed by a 2-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.

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.

STUDENT PERSPECTIVE

“The learning curve is so steep … You’re climbing all the time; there are no plateaus. You’re constantly improving. At some point, there’s some issue and you think, “Okay, I got this,” and then you realize there are three more things that you let slide. There is always room for growth … The biggest part of practicum is just how much you can grow. The more work you put in, you’re never going to waste ... It’s always going to benefit you.

—Jordan Ackerman (Secondary, Science)

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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.

Tweets and Instagrams for #CFE2015.

See more at teach.educ.ubc.ca/students/social-media-gallery

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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.

Photo: Enid Havelaar

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.

Photo: Annie Collins

RURAL FIELD EXPERIENCE Teacher candidates also have the option to apply for a community-based field experience in rural communities.

Photo: Zack Matfin

Some of our rural education partners: Haida Gwaii, CaribooChilcotin, Nechako Lakes, Prince Rupert, Kamloops, Vancouver Island West, and Peace River North.

Photo: Enid Havelaar

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What is the main difference between the community field experience and the teacher candidates’ 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

“My CFE was the key to the door that lead me to where I am now. The positive experience I had from the CFE practicum was essential to getting a full-time teaching job. Additionally, the CFE gave me different opportunities that otherwise wouldn’t have been possible during regular practicum and that experience was invaluable. In my opinion, the CFE experience is a necessary part of BEd program.”

— Heidi Feestra, Manitoba School for Deaf, Winnipeg

“I totally loved my CFE! I believe it was the best part of my UBC experience [and] it was good for me to learn other things I could do as a teacher. I was hired in Langley and part of my interview was showing them my CFE video I made and talking about how I wrote lesson plans and tours for the park about the Aboriginal history and culture. I am now an Aboriginal District teacher in Langley.”

— Carolyn Roberts, Rural

“Thank you to all of you for making my CFE in Hong Kong such an amazing experience. It was one of the best experiences of my life so thank you so much for making this possible for us!”

— Bryan Dunse, International, Hong Kong

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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, Wednesday and Thursday: •

Tuesdays: 1:00 p.m. – 4:00 p.m.

•

Wednesdays: 9:00 a.m. – 12:00 p.m.

•

Thursdays: 1:00 p.m. – 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.

40 | UBC TEACHER EDUCATION

Follow @UBCTeacherEd on social media! twitter.com/UBCTeacherEd instagram.com/UBCTeacherEd facebook.com/UBCTeacherEd youtube.com/UBCTeacherEd flickr.com/TEO-UBC

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 at 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