Nipissing University Aboriginal Teacher Certification Program. Program Handbook. Aboriginal Education Summer Programs

Transcription

1 Nipissing University Aboriginal Teacher Certification Program Program Handbook Aboriginal Education Summer Programs

2 Schulich School of Education (ATCP) Vision Statement To celebrate and deliver culture, heritage and language through curricula that reflects and respects the worldview of Ontario s Aboriginal peoples. Mission Statement The mission of the Aboriginal Teacher Certification Program is to prepare Teachers of Aboriginal ancestry who possess and exemplify strong pedagogical skills, approaches and theories through personal understandings of their Aboriginal traditional teachings and culture. The (ATCP) provides students of Aboriginal descent the opportunity to earn a Diploma in Education or a Bachelor of Education Degree from Nipissing University and a Certificate of Qualification from the Ontario College of Teachers with qualifications to teach Primary/Junior divisions in all schools across Ontario. ATCP combines the academic rigor and strong reputation of Nipissing University s Bachelor of Education program with traditional and contemporary understandings and approaches in Aboriginal education. The program is delivered over two years, including two summer components and courses delivered through e-learning technologies through the rest of the academic year. This unique structure allows individuals who are currently employed in educational settings the advantage of retaining their current positions without having to attend full-time studies off campus for extended periods of time. The program brings together students from all regions of Ontario and western Quebec. During the summer courses, students build life-long friendships, providing teacher candidates a strong peer support network, accessible during the academic year. Each teacher candidate brings their individual and community s perspectives of Aboriginal education and schooling to share with their peers to expand and enhance their personal teaching philosophies and pedagogy. Through this communityinformed approach, the prepares its teacher candidates to deliver strong and effective traditional and contemporary approaches to teaching and learning. We welcome you to the!

3 Admission Requirements Applicants must meet each of the following requirements to be considered for admission: 1. One of the following completed certifications from an accredited university or college: Early Childhood Education (ECE); Native Classroom Assistant Diploma Program (NCADP); Native Special Education Assistant Diploma Program (NSEADP); Native Language Teaching Certificate (NLTC); An undergraduate degree from an accredited university. 2. Proof of Aboriginal ancestry 3. Valid Criminal Reference Check including a Vulnerable Sector Screening within six months of start date. Program Components The two-year program is comprised of three components: a) summer sessions at Nipissing University in North Bay, Ontario, b) e-learning delivered courses to teacher candidates in community, and c) in-school internships under the supervision of a certified teacher, in a classroom setting. Summer Component: Over the course of six (6) weeks, students will take six 3-credit courses, from Monday to Friday. Evenings and weekends are dedicated to group work and individual assignment completion. e-learning Delivery: Each semester (fall, winter, spring), teacher candidates are enrolled in one 3- credit course, delivered through video/online technologies during scheduled days/times (evening and/or weekends). Practicum: Teacher candidates are required to complete two internships each year of the program. The first year consists of a 7-week practicum. The second year consists of a 10-week practicum and a 60-hour (minimum) alternative practicum. The teacher candidate must complete a practicum experience in both the primary and junior divisions. The schedule of courses is listed below. Course descriptions are located at end of this document. Part One Part Two July/August Sept-June Practicum July/August Sept-April Practicum Courses Courses EDUC 4717 EDUC 4716 EDUC 4714 EDUC 4746 EDUC 4727 EDUC 4855 EDUC 4736 EDUC 4726 Practicum of EDUC 4737 EDUC 4946 Practicum EDUC 4747 EDUC 4776 seven weeks EDUC 4756 of ten weeks EDUC 4757 in length EDUC 4766 EDUC 4858 EDUC 4787 EDUC 4767 (60 hours EDUC 4947 EDUC 4777 minimum)

4 Practicum Details In order for students to successfully complete the ATCP program, all students must complete a minimum of seventeen weeks of practicum in an Ontario classroom delivering curriculum expectations in the primary/junior divisions, including three weeks in an alternative placement. Students are required to successfully complete one internship session in each of the primary and junior divisions. For example, if you intern in the junior division (grade 4-6) during the first year, then you must intern in the primary division (grade 1 3) during your second year. P l e a s e note: All students must submit a recent criminal reference check and a vulnerable sector screening to Nipissing University before the commencement of Part One of the program. Criminal reference checks are eligible for one year and students must provide ongoing documentation each year they are enrolled in the ATCP program. Failure to provide a recent criminal reference may result in the withdrawal from the program or delay in the start of the each practicum session. Completion of Summer Courses in Part One Transitional Certificate After the successful completion of all courses in Part One (1 st summer), students are reported to the Ontario College of Teachers to be eligible to receive a Transitional Certificate of Qualification and Registration. This Transitional Certificate of Qualification will allow students to be employed by school boards and/or authorities to teach Primary/Junior grades in Ontario schools. The Transitional Certificate of Qualification is valid for six years. If you do not complete your program within six years, your Transitional Certificate will expire and you must complete a teacher education program before you can reapply to the College. For specific information on applying to the Ontario College of Teachers, please visit their website at Graduation Requirements To graduate with an Diploma in Education and to qualify for an Ontario College of Teachers Certificate of Qualification and Registration, students must: a) Satisfy all of the stated requirements for the diploma; b) Students must be successful in all practicum sessions; c) Complete all required courses with a minimum of 60% in each course d) Complete all stated requirements within six years from your start date After the successful completion of all components of ATCP, students are reported to the Ontario College of Teachers to be eligible to receive a Certificate of Qualification in the Primary/Junior divisions. Students must make arrangements to have official transcripts directly sent from Nipissing University to the Ontario College of Teachers.

5 Successful students will receive a Diploma in Education from Nipissing University. Students with an existing undergraduate degree with an overall average of 70% at the time of enrolment in the and who obtain an overall average of 70% on the required courses in the will be eligible for a Bachelor of Education degree. Please note: Students who complete an undergraduate degree within 10 years of completing the requirements of the and who obtain an overall average of 70% on the required courses in the and their undergraduate degree will be eligible for a Bachelor of Education degree. Contact the Office of the Registrar for graduation procedures upon completion of the undergraduate degree. Process to Graduate Once all components of the program have been successfully met, students will need to apply to graduate from the program. The Application to Graduate form is available online from the Office of the Registrar. To be eligible to graduate and attend the June convocation ceremony, forms must be completed and submitted to the Office of the Registrar by the end of April/beginning of May. If forms are received after this time, diplomas/degrees will be processed for August. Accessing Student Records - MyNipissing MyNipissing is a comprehensive internal program that permits a student access to his/her individual personal, academic and financial information. Webadvisor (accessible through MyNipissing) is your access to: Viewing and printing unofficial transcripts Reviewing your financial statements Personal Contact information To access MyNipissing, students will be provided a login and password upon enrolling in your program. The login and password are confidential and the Office of Aboriginal Initiative will not have access to this information. Therefore, we ask that you write down this information in the booklet below to ensure you have a hardcopy of this information. MyNipissing login: MyNipissing password: Student Number: If you misplace this information and are unable to login into MyNipissing, please call University Technology Services at ext or your request to techsrv@nipissingu.ca

6 University Communication As a student, you will be provided with a university address. All official correspondence from the university will be sent to this address (not your personal address). Your university service is accessed through MyNipissing (see above). Throughout the academic year, the university will send messages to you pertaining to general university programs and events. In addition to these messages, you may also receive important updates and messages about the. It is important that you access this account to ensure you are receiving up-to-date information specific to your program (ie. practicum information, etc.). e-learning Courses During the fall/winter/spring semesters, courses will be delivered through Blackboard, Nipissing University s virtual learning environment and course management system. When logged into the Blackboard, students will have direct access to course presentations, class assignments, discussion boards and . As well, Blackboard uses Blackboard Collaborate (Elluminate) for live teaching and learning opportunities to see and hear your professor and fellow students during each scheduled class. Before leaving campus in the summer, students will receive a workshop on the tools and functions of Blackboard and Collaborate to ensure maximum connectivity with your classmates throughout the year. Student Supports The Office of Aboriginal Initiatives, located in F215 (across from the Finance Office) provides many supports and services while you attend courses on campus. Our entire staff is available to assist you in many areas, including academic, financial and personal supports. Student Success Coordinator: Our Student Success Coordinator provides comprehensive supports for students. This staff member works with students in finding resources, provide academic counseling, or simply sit and chat with students. During the summer, the Student Success Coordinator will work with our Summer Student Council in organizing activities and events to make your learning experience more enjoyable! Elder-in-Residence: Our Elder is available for any student who requires one-on-one guidance and support. In addition, our Elder will conduct weekly sharing circles for students during the program. Academic Tutors: Academic Tutors are available during class, evenings and weekends to assist any student with assignments and other course requirements. Residence Facilitators: A Residence Facilitator is available every evening at residence for students who require assistance. Printer/Scanner/Copier: For your convenience, a printer/scanner/copier is available for use in the main residence used during the summer programs. As well, desktop computers and printers are available in the lounge of the Office of Aboriginal Initiatives (F215).

7 Family Support Programs To support students in their goal of achieving academic success, the Summer Aboriginal Education Programs have developed a number of daily activities for families of our students. Youth Experience Program: The Youth Experience Program is a series of weeklong learning experiences for children aged 3 to 8 years of age. Each week, youth will engage in a series of exciting learning activities designed to keep your child engaged and entertained while parents attend class. Field trips to local attractions (Lake Nipissing beaches, museums, etc.) are included throughout the month of July and. Science, Engineering and Mathematics Camps Under the supervision of trained camp facilitators, youth (aged 8-12) will be working in science labs and the outdoors in the fields of ecology, space science, outdoor education and other sciencerelated fields. Incorporating Aboriginal perspectives, every week will feature an exciting science topic and will include fun outdoor activity time. Interested participants may sign up for one or more weeks; each week will offer different opportunities and experiences. The program runs daily, Monday to Friday from 9:00 am to 3:30 pm throughout the month of July. Services and Hours of Operation Summer Hours Harris Learning Library Monday Thursday: 8:30 am 6:00 pm Friday: 8:30 am 4:00 pm Closed on Weekends Subway Monday Friday: Closed on Weekends 10:00 am 2:00 pm Computer Labs (A120, A126, A128, A130, A139) Monday Thursday: 8:00 am 9:00 pm Friday: 8:00 am 7:00 pm Saturday: 10:00 am 7:00 pm Sunday: 10:00 am 5:30 pm Tim Hortons (beside Main Cafeteria) Monday Friday: 7:30 am 3:30 pm Closed on Weekends Student Athletic Centre Monday Friday: 8:30 am 8:30 pm

8 Course Descriptions Year 1 EDUC 4716 Legal and Social Foundations of Education Teacher candidates examine a range of legal, social, historical, and philosophical foundations of education through cultural and critical lenses. Candidates explore legal issues and professional responsibilities that guide teachers and other stakeholders in the context of educational foundations, policies, regulations, and the meanings attached to equity and social justice. EDUC 4717 Language and Literacies for the Primary and Junior Divisions Teacher candidates explore the nature of language and literacy development in the primary and junior divisions with a focus on the integrative nature of language processes across the curriculum: listening, reading, viewing, speaking, writing, representing (including multimodal). Candidates examine and interrogate language curricula with an emphasis on materials, resources, and strategies that meet the diverse needs of today s literacy learners, and consider the role of children s literature, multiple text forms, and drama across the curriculum. EDUC 4726 Diversity and Inclusion Teacher candidates critically examine power and marginality using various theories and worldviews to inform understanding of educational systems, embodied teaching and learning, approaches, and classroom practices. Teacher candidates explore the ways that gender, sexuality, social class, ethnicity, language, culture, religion, ageism, environmentalism, etc., impact students and educators identities, learning, and potential. EDUC 4736 Introduction to Curriculum Design and Teaching Teacher candidates develop a critical understanding of the elements of the teaching and learning experiences of the 21 st century learners. Candidates explore progressive concepts and practical applications related to various forms of short range curriculum planning. Teacher candidates prepare for early practicum experiences by critically examining research- based strategies that support learners success. EDUC 4747 Mathematics for the Primary and Junior Divisions Teacher candidates acquire knowledge and strengthen understanding of the fundamental concepts/skills associated with currently accepted pedagogical practices in mathematics for Grades JK to Grade 6. Candidates develop a foundation for teaching mathematics by using knowledge of how children learn mathematics to plan tasks and lessons. Teacher candidates reflect on personal learning through an analysis of their own past experiences, course assignments, and ongoing discussions about effective teaching and learning strategies for elementary mathematics.

9 EDUC 4757 Music for the Primary and Junior Divisions Teacher candidates explore principles, skill, and concepts, selected materials and approaches for use in primary and junior music education. They develop music, dance, and pedagogical skills and understanding to support their student learning, through engagement in singing, playing, listening, responding, and creating activities. EDUC 4776 Special Needs of Students Teacher candidates conduct an in-depth study of special education in Canada, with a focus on Ontario, and examine the range of special education services available in school systems. Candidates consider typical and exceptional human development, exceptionalities that students may present, and processes to identify students with exceptionalities and educational psychology principles that underlie exceptionality. Candidates learn to plan individual programs and focus on teaching strategies appropriate for use in the classroom and on an individual basis EDUC 4787 Visual Arts for the Primary and Junior Divisions Teacher candidates explore art education in the primary and junior divisions and focus on contemporary art education as applied to direct studio experiences. Candidates learn current theory, philosophy, and methodology pertaining to art education and become familiar with using a variety of art materials, tools, processes, techniques, and teaching strategies and approaches relevant to the classroom. EDUC 4947 Understanding Indigenous Pedagogies Teacher candidates explore traditional and contemporary pedagogies of various Indigenous cultures of Canada and their implementation in Canadian classrooms, including the examination of their inclusion with provincial curriculum and policy documents. EDUC 4714 Practicum I Credits: 3 Teacher candidates begin school-based field experiences as an introduction to the profession. Teacher candidates examine and demonstrate the functions, responsibilities and scope of practice of teachers through observation, teaching lessons, and reflecting upon their experiences as a means to inform their personal and professional development. Teacher candidates begin to connect theory to practice.

10 Year 2 EDUC 4727 Emergent and Early Literacy for the Primary/Junior Divisions Teacher candidates explore research, theory, and practice associated with literacy development in children from birth to age 8. Candidates develop awareness and recognition of emergent and early language, literacy, and concept development; emerging listening and speaking, viewing and representing, reading and writing behaviours; developmentally appropriate materials, assessment, and evaluation within a holistic and integrated view of teaching and learning, and the role of families as the first educators of children. EDUC 4737 Health and Physical Education for the Primary and Junior Divisions Teacher candidates examine the health and physical education curriculum through class discussion, skill development, and practical application and develop an awareness of, and sensitivity to students needs and abilities, embodied identities, cultural beliefs, and values. Using current research, candidates justify the need for health and physical education (including dance and daily physical activity) in contributing to a well-balanced education for students in the primary and junior divisions. EDUC 4746 Assessment, Evaluation and Communication of Student Learning Prerequisite: EDUC 4736 Introduction to Curriculum Design and Teaching Teacher candidates explore the teachers and learners roles within the assessment, evaluation, and reporting process. Candidates examine current research related to assessment for, as, and of learning (diagnostic, formative, and summative), as well as emerging conceptual, critical, and ethical issues. Candidates investigate various strategies for the communication of student progress, as well as conferencing techniques with stakeholders. EDUC 4756 Curriculum Design and Inquiry Prerequisite: EDUC 4746 Assessment, Evaluation and Communication of Student Learning Teacher candidates explore the principles of curriculum design and inquiry and examine various orientations toward the curriculum and educative processes, including long-range forms of planning. As the course progresses, candidates explore their role as teacher-researchers while they examine the importance of reflective practice and educational research. EDUC 4766 Technology Enriched Teaching and Learning (TETL) Teacher candidates gain functional skills to enhance teaching practice and levels of student engagement. Additionally, teacher candidates begin the process of cultivating a capacity for leadership specifically related to TETL. Teacher candidates recognize the barriers that impede the integration of technology in teaching practice and explore creative ways of overcoming them.

11 EDUC 4767 Science and Technology for the Primary and Junior Divisions Teacher candidates explore the structure, framework, and concepts of the science and technology program in the primary and junior divisions. Candidates focus on the development of personal science attitudes, skills and knowledge while investigating the current approaches and instructional strategies that link scientific understanding to child development (through, for example: inquiry, problem solving, critical thinking, hands-on, in-, and out-of classroom experiences). EDUC 4777 Social Studies for the Primary and Junior Divisions Teacher candidates develop knowledge of fundamental concepts, drama, and instructional strategies in social studies for the primary/ junior divisions. Teacher candidates explore Social Studies curricula as well as broader topics such as multiculturalism, citizenship, social justice, current events, and global and character education. EDUC 4946 History, Policy and Aboriginal Education Teacher candidates examine historical educational structures that affected Aboriginal peoples and explore their effects on contemporary policies and laws pertaining to self-government models of education delivery and structures. EDUC 4855 Practicum II Credits: 5 Prerequisite: EDUC 4714 Teacher candidates further develop their professional practice through school-based field experiences. Teacher candidates refine their identities and development as educators through observation, planning and implementing short- and long-term plans, assessing student progress, and reflecting on their experiences. Teacher candidates use theory as a means to inform practice. EDUC 4858 Community Leadership Experience Credits: 1 Teacher candidates apply pedagogical skills and theoretical knowledge in a self-selected, nontraditional community setting as a means to broaden practical experience and develop awareness of community-based programs that benefit from educational applications. Placement may include Nipissing University endorsed International teaching and leadership experience.

12 Contact Information Aboriginal Education Summer Programs Schulich School of Education Nipissing University North Bay, ON P1B 8L Principal, Aboriginal Programs Student Success Coordinator ext F ext F215-B

13 Discover our education programs specifically designed for Aboriginal Learners Aboriginal Teacher Certification Program Native Classroom Assistant Diploma Program Teacher of Anishnaabemwin as a Second Language Program Office of Aboriginal Initiatives Nipissing University 100 College Dr., Box 5002 North Bay, ON P1B 8L7