Additional Qualification Course Guideline. Primary Education Specialist

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1 Additional Qualification Course Guideline Primary Education Specialist Schedule D Regulation 184/97 Teachers Qualifications Standards of Practice and Education April 2003 Ce document est disponible en français sous le titre Ligne directrice du cours menant à la qualification additionnelle en Enseignement au cycle primaire, Spécialiste

2 Additional Qualification Course Guideline Primary Education, Specialist 1. Introduction The is the self-regulatory body for the teaching profession in Ontario. Its mandate is to "provide for the ongoing education of members of the College" ( Act, Part II Subsection 3 (1) paragraph 6). In-service professional learning, within the mandate of the College, is identified in Regulation 184/97, Teachers' Qualifications. This regulation includes courses/programs such as Additional Basic Qualification courses, Additional Qualification courses, the Principal's Qualification Program and the Supervisory Officer's Qualification Program. Accredited courses support the Standards of Practice for the Teaching Profession and the Ethical Standards for the Teaching Profession and meet the legislative requirements included in Regulation 184/97. Successful completion of the Additional Qualification course: Primary Education, Specialist listed in Regulation 184/97 made under the Act, is recorded on the Certificate of Qualification issued to the members of the College. The underlying purpose of the Additional Qualification course: Primary Education, Specialist is to extend the knowledge and skills from Part I and Part II with a focus on leadership in Primary Education. The Additional Qualification course: Primary Education, Specialist supports the expectations outlined in the Ministry of Education curriculum policy documents and other Ministry of Education policies. In this document, all references to candidates are to teachers enrolled in the Additional Qualification course. References to students indicate those in school programs. 2. Background The Additional Qualification course: Primary Education, Specialist provides candidates with a strong foundation and understanding of the vision and underlying philosophy related to Primary Education. The Additional Qualification Primary Education, Specialist requires the successful completion of Additional Qualification Primary Education, Part II. The College recognizes that candidates working in any of the four publicly funded systems will have a need to explore, in an integrated delivery model, topics and issues of particular relevance to the system that they work in or may work in. Candidates come to the Additional Qualification course: Primary Education, Specialist with at least two years of successful teaching experience including at least one year teaching in the primary division. Critical to the delivery of Primary Education programs is the ability of teachers to ensure positive and interactive learning experiences for all students. Teachers are skilled at combining their knowledge of adolescent development and learning, pedagogy and the curriculum, with their understanding of the needs of students in the primary division. 2

3 The Additional Qualification course: Primary Education, Specialist extends and reinforces the knowledge and skills from Parts I and II. The course is based on an in depth knowledge of primary education and includes a focus on leadership skills. This course also explores the development of community and school partnerships, legal and ethical issues, the elementary and secondary school environment and other issues related to teaching and learning in the primary grades. Candidates will have opportunities to reflect, collaborate, communicate and apply their learning through practical and leadership experiences. 3. Standards of Practice for the Teaching Profession and the Ethical Standards for the Teaching Profession A commitment to a clear vision of what it means to be a teacher is at the core of teacher professionalism. The Standards of Practice for the Teaching Profession and the Ethical Standards for the Teaching Profession provide the focus for ongoing professional learning and are the foundation for the development of the Additional Qualification course: Primary Education, Specialist. In addition, the Professional Learning Framework for the Teaching Profession supports the Standards of Practice for the Teaching Profession, articulates the principles on which effective teacher learning continues and provides a range of options to promote ongoing professional learning. 4. Learning Expectations The Standards of Practice for the Teaching Profession and the Ethical Standards for the Teaching Profession have been embedded in the learning expectations for the Additional Qualification course: Primary Education, Specialist. This Additional Qualification course has the following learning expectations for candidates: understanding the relationship of developmentally appropriate practice and its application to the primary learning environment having the theoretical understanding and ability to plan, implement and assess effective curricula for children in the primary division creating an inclusive environment that affirms the multiplicity of diversity creating learning environments conducive to the intellectual, social, emotional, physical, linguistic, cultural, spiritual and moral development of children in the primary division understanding the differences between the words modification and accommodation and the implications on program development and implementation for learners understanding how to use, accommodate and modify expectations, strategies and assessment practices based on the developmental or special needs of primary division learners working collaboratively in the school faculty, personnel, parents and guardians and the school community to foster positive learning environments assessing a variety of relevant resources within and beyond the educational system to enhance and support student learning 3

4 demonstrating a willingness to inquire into practice through reflection, active engagement and collaboration in order to ensure that theory informs practice understanding and implementing Ministry of Education curriculum expectations and Ministry of Education and district school board policies and guidelines 5. Curriculum Content, Specialist The Additional Qualification course: Primary Education, Specialist supports the following: Choices into Action Ontario Schools Code of Conduct Ontario Student Record (OSR) Guideline The Ontario Curriculum, Grades 1-8 Individual Education Plans: Standards for Development, Program Planning and Implementation Provincial Report Card The Report of the Expert Panel on Early Math in Ontario Early Math Strategy Successful candidates will demonstrate their understanding and ability to apply the following: A. The Standards of Practice for the Teaching Profession and the Ethical Standards for the Teaching Profession. B. Theoretical Foundations of Primary Education, Specialist: developing a profile of the primary child as a learner defining key principles and a philosophy of learning with regard to the primary learner developing a thorough understanding of the primary-age learner, including learners with learning differences, (physical, social, emotional, cognitive) demonstrating a thorough understanding of the diversity of the primary learner (cultural, linguistic, spiritual, moral) C. Program Development, Planning and Implementation: critically assessing developmentally appropriate practice and resources that foster and support diversity, equity and respect in the primary classroom being able to communicate to colleagues about conditions that comprise the primary classroom and identify appropriate resources that help facilitate these conditions demonstrating an understanding of the necessary components in the design and implementation of cross curricular planning critically assessing developmentally appropriate resources and the Ontario curriculum in order to formulate student instruction responsive to students understanding, communicatnig and critically assessing Ontario Ministry of Education primary education curriculum policies 4

5 D. The Learning Environment: modeling communication and evaluation on skills regarding the conditions that foster safe, comfortable and equitable classrooms assessing and evaluating strategies and programs intended to address a diverse and changing society that impact the primary learner (e.g. media, technology, socioeconomic status, family patterns, language, culture, gender and spiritual beliefs) communicating, demonstrating, and modeling effective classroom management strategies appropriate to the primary learner E. Assessment and Instruction: reflecting on and communicating the need for effectiveness of developmentally appropriate teaching and learning strategies for both individual and group learning communicating to colleagues the various types of assessment and evaluation strategies that address the individual needs of learners modeling an understanding of how to utilize assessment data to alter teaching and learning strategies reflecting critically and diseminating developmentally appropriate assessment, evaluation and reporting strategies F. Legislation, Policy and Advocacy: identifying and critically assessing provincial legislation, local policies and procedures that impact the primary learner recognizing teachers legal obligations and responsibilities according to provincial legislation knowing and understanding policies and procedures relating to various forms of abuse and harassment G. School, Parent/Guardian and Community: enabling others to understand the importance of fostering home school links with an awareness of the diverse cultural and linguistic needs of the school community communicating strategies on how to foster positive collaboration with parents and other members of the school community assisting others to develop strategies that help communicate a child s individual progress within a program that reflects a clear understanding of the primary-age child assisting others in developing strategies to articulate key learning principles, Ministry of Education directions and philosophy specific to primary-age children to parents and the community 5

6 6. Instructional Practice In the delivery of this Additional Qualification course, instructors use strategies that are relevant, meaningful and practical in providing candidates with learning experiences about program, instruction and assessment and evaluation. These include but are not limited to, small group interaction, action research, peer presentations, case study analysis, independent inquiry, problem solving, co-operative learning and direct instruction. Instructors honour the principles of adult learning, recognize candidates experience and prior learning and respond to individual needs. Important to the course are opportunities for candidates to create support networks and receive feedback from peers and instructors and share the products of their learning with others. Opportunities for professional reading, reflection, communication and expression are also integral parts of the course. Where possible, experiential learning and authentic school-based experiences are included in the course, for example, classroom observations, practicum experiences, action research projects, and collaboration with colleagues. Instructors model effective instructional strategies and formative and summative assessment that can be replicated in the classroom. Instructors may use technology to support candidates learning via on-line interactive communications, connections to quality resources and links to other sites. 7. Assessment and Evaluation of Candidates At the beginning of the course, candidates are provided with the specific expectations and forms of assessment and evaluation that will be used throughout the course. A balanced approach to candidate assessment and evaluation is used. It includes the combination of self and peer assessment and instructor evaluation, and models best practice. Candidates will demonstrate their learning through performance, written and oral assessments. There are opportunities for both formative and summative evaluation. Central to teachers enrolled in Additional Qualification courses is the opportunity to be engaged in productive and meaningful work. Assignments and projects will include practical materials that help teachers make the connection between theory and practice. At the same time, assignments must allow candidates flexibility, choice and opportunities for individual inquiry. Where a final culminating experience in the course applies, it may take the form of a written assessment, a research paper, a performance or a product that is new, meaningful and practical. The following list of assessment strategies is not exhaustive; it is intended to serve as a guide only. a) Performance assessment: demonstrating learning through presentation of model lessons, activities, and/or sample units; participating in practical experiences and reflect on the experience b) Oral presentation: sharing information with colleagues with respect to a new skill, resource, web site or organization; providing insight into an issue that impacts adolescent learning 6

7 c) Portfolio: compiling a series of sample planning, tracking and assessment tools to provide guidance for a new teacher d) Action research: engaging in reflective practice through personal research and its applications within the context of Primary education e) Written assessment: reflecting critically on issues arising from articles, publications, research and/or other resources related to the teaching of primary age learners; maintaining a professional journal throughout the course, developing a program assessment and evaluation plan to share with colleagues. 7

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