Comité d agrément des programmes de formation à l enseignement. Guide to Writing Vocational Teacher Training Programs

Transcription

1 Comité d agrément des programmes de formation à l enseignement Guide to Writing Vocational Teacher Training Programs Version : December 21, 2001

2 Table of Contents Introduction 1 1 General Presentation Guidelines Layout 1.2 Language 1.3 Number of copies 2 General Information on the Vocational Teacher Training Program Institution name 2.2 Title of the vocational teacher training program 2.3 Vocational teacher training program director 2.4 Coordinating body for vocational teacher training 2.5 Writing committee for the vocational teacher training program 2.6 Organization of practicums 2.7 Location of the vocational teacher training program 3 Background and Purpose of the Vocational Teacher Training Program 6 4 General Presentation of the Vocational Teacher Training Program Student population 4.2 Criteria for admission to the vocational teacher training program 4.3 Evaluation of previous learning 4.4 University performance contract 5 Development of Professional Competencies Overall vision underlying the vocational teacher training program 5.2 Professional competencies 5.3 Evaluation of learning and of competencies 5.4 Proficiency in the language of instruction (oral and written)

3 6 Program Content and Pedagogical Activities Program structure 6.2 General path of students in the program 7 Training Activities Courses 7.2 Organization of practicums General description of the practicums Distinct nature of the program practicum 7.3 Integration activities 8 Resources The teaching team Professors Lecturers 8.2 Information resources Libraries Educational software library Computer equipment Laboratories and workshops 8.3 Resources available to students 9 Implementation Calendar Additional Information Conclusion 16

4 Writing Guide: Vocational Teacher Training page 1 Introduction The Comité d agrément des programmes de formation à l enseignement (CAPFE) has developed this guide to facilitate the universities' work and to allow for an analysis of vocational teacher training programs that is as fair and accurate as possible. This guide is based on the practices of the Conférence des recteurs et des principaux des universités du Québec (CREPUQ) in this area and on the Guide to Writing Teacher Training Programs prepared by CAPFE in April Some adaptation was required in order to meet the particular needs of CAPFE's accreditation process and the characteristics and specificity of vocational education. Universities are urged to present their programs according to the instructions in this guide. Programs must be developed in line with the orientations and professional competencies defined by the Ministère de l'éducation; these orientations were announced after extensive consultations with the various groups involved in teacher training. Upon completion of their studies, students must have attained the required level of proficiency in the professional competencies specified. Upon receiving a program proposal, CAPFE staff will carry out a preliminary reading to make sure all the necessary information has been provided. Their analysis will be submitted to the members of CAPFE, who will identify any aspects requiring further explanation and contact the universities with their questions. The universities must provide the committee with the required clarifications or additional information. They will be required to appear before CAPFE to give an oral presentation of their program.

5 Writing Guide: Vocational Teacher Training page 2 CAPFE is aware of the fact that, realistically, programs cannot be created or modified at once to satisfy the new orientations and guidelines. Universities are therefore invited to develop implementation plans containing clear and precise schedules for making innovations or allocating additional resources. CAPFE will study these plans and take them into consideration when making its accreditation decision. In the program description, it is not necessary to define the coordinating body that will play the leadership role in teacher training; however, the university will have to have indicate how the key actors in vocational teacher training will participate in this body, which has already been approved by CAPFE. The university will still have to define the role of the program representatives within this body. As well, CAPFE would like each university to describe its centralized office for overseeing practicums, or the equivalent, so as to avoid repeating information of a general nature in each of the programs. In any case, the general organization of practicums should be carried out in direct partnership with the coordinating body. However, the university should indicate any characteristics specific to the program being submitted for accreditation, in terms of organization, training and evaluation. Finally, CAPFE hopes the universities will be innovative in developing their new programs. In light of the new emphasis on the professionalization of teaching and the heightened recognition of the role of teachers in Québec society, CAPFE members believe the time has come to design new and original training modes for each training program. They believe that the programs presented should go beyond the traditional university framework. CAPFE therefore expects universities to propose innovative teacher training programs that meet the specific needs of that sector of teaching.

6 Writing Guide: Vocational Teacher Training page 3 1 General Presentation Guidelines 1.1 Layout The document should be single spaced, ideally in 12-point Times New Roman, on 8 ½" x 11" paper. The document should be accompanied by an electronic file (e.g. Word or PDF file). Note: The paper version is considered the official document submitted by the university. 1.2 Language The program proposal must be presented in French. An English version may also be submitted, where appropriate. 1.3 Number of copies 15 copies of the program proposal should be sent to the CAPFE office (see Conclusion section for address).

7 Writing Guide: Vocational Teacher Training page 4 2 General Information on the Vocational Teacher Training Program 2.1 Institution name Provide the name and address of the institution. Provide the Web site address of the institution. 2.2 Title of the vocational teacher training program Provide the title of the vocational teacher training program. Indicate the degree name and level Vocational teacher training program director Indicate the name of the director (or person in charge of the program) and his or her title. Provide the director's address, telephone number, fax number and address. 2.4 Coordinating body for vocational teacher training Indicate the name of the person in charge. Provide contact information (address and telephone number) for the person in charge. Indicate the name of the program representative who sits on the coordinating body and contact information for him or her. 1 The program title should clearly indicate that this is a bachelor of education program; education is not an option of a bachelor's degree in a subject area or speciality. In addition, the program title should correspond to the exit profiles, and therefore to the "teaching certifications."

8 Writing Guide: Vocational Teacher Training page Writing committee for the vocational teacher training program List the members (names and titles) of the writing committee for the vocational teacher training program. 2.6 Organization of practicums Describe the relationship between the vocational teacher training program and the university's centralized office for the organization of practicums. Give the name, address and phone number of the program representative at the practicum office, if applicable. Describe the consultation process and the means of collaboration developed with vocational education centres and businesses that ensure the delivery of practicums. 2.7 Location of the vocational teacher training program Describe the territory where the program will be offered.

9 Writing Guide: Vocational Teacher Training page 6 3 Background and Purpose of the Vocational Teacher Training Program Describe the mission and characteristics of the program with respect to the needs of the community where the training is offered. Describe the expected enrollment. Describe how enrollments have evolved since the program was set up, as well as the dropout rate. Describe how the staff involved in the program (professors, lecturers, etc.) has evolved.

10 Writing Guide: Vocational Teacher Training page 7 4 General Presentation of the Vocational Teacher Training Program 4.1 Student population Indicate the number of students currently enrolled in your program. Indicate from which regions the students originate. Describe the general characteristics of the students. 4.2 Criteria for admission to the vocational teacher training program Specify the admission criteria. Describe the selection process (mechanisms, rules, etc.). Describe the linguistic requirements for admission (mastery of the language of instruction). 4.3 Evaluation of previous learning Describe the means and criteria used to evaluate and credit previous learning and the work experience of the students. 4.4 University performance contract Describe any relationships between the training program and the university's performance contract. Explain how this training program helps meet the objectives of the performance contract.

11 Writing Guide: Vocational Teacher Training page 8 The document entitled Vocational Teacher Training: Orientations, Professional Competencies (2001) describes the competencies as well as the levels of mastery of these competencies expected of future teachers at the end of their university studies; this document also defines the exit profile. In the program description (points 6, 7 and 8), the university must explain the measures it will put in place to ensure that students develop these competencies and to evaluate their level of mastery; the university must also demonstrate how the training program adheres to the exit profile defined in the above document. 5 Development of Professional Competencies 5.1 Overall vision underlying the vocational teacher training program Describe the overall vision and values underlying the program. 5.2 Professional competencies Describe the means proposed to ensure the development and integration of each of the professional competencies and the levels of mastery sought. 5.3 Evaluation of learning and of competencies Describe the evaluation methods used to measure the levels of mastery of the competencies. Describe the other evaluation tools or means (e.g. portfolio). Append the proposed evaluation checklist for the program's practicums. 5.4 Proficiency in the language of instruction (oral and written) Indicate the linguistic proficiency tests used and specify what aspects or elements they serve to verify. Describe what means the university intends to put into place to help students improve their linguistic proficiency where necessary. Specify what criteria the university will use to ensure a high level of oral and written proficiency in the language of instruction.

12 Writing Guide: Vocational Teacher Training page 9 6 Program Content and Pedagogical Activities Practicums can serve two purposes: to acquire subject content or to receive teacher training. This distinction must be clearly made when describing the practicums of this program. 6.1 Program structure Describe the structure of the program (proportion of the program devoted to training in educational psychology and methodology, to training in the subject areas, and to practicums relating to both subject content and teacher training). Describe how the organization of the program will be adapted to meet the specific needs of this sector of teaching. 6.2 General path of students in the program Describe the typical path or paths of students in the program. Describe how the university will organize specific paths.

13 Writing Guide: Vocational Teacher Training page 10 7 Training Activities 7.1 Courses Describe the strategies, format, methods and information technologies that will be used (e.g. project-based learning, situational problem-based learning, seminars, experiential approach, etc.). Describe the means set up for evaluating the development and integration of the course content and the professional competencies. 7.2 Organization of practicums Note: The standard of at least 700 hours of practicums in teacher training remains unchanged in the reference framework General description of the practicums (same text for all programs) Given that all university institutions offer more than one teacher training program, CAPFE would like to receive a document that describes the body each institution has set up to organize its practicums. This information does not have to be repeated in the description of each program submitted for accreditation, except for those elements specific to a particular program. This general document should cover the following points, as well as any other element that the institution deems essential for understanding the underlying vision of its teacher training practicums: Describe the objectives of the practicums and the student's progression from one practicum to the next. Specify the duration of each practicum and demonstrate how it is integrated into the semester's other activities. Describe the role of the practicum coordinator. Describe the role of the practicum supervisor. Describe the documentation provided to students and cooperating teachers.

14 Writing Guide: Vocational Teacher Training page 11 Describe how students are prepared for the practicums. Describe the methods of collaboration and dialogue with the community (e.g. vocational education centres, school boards, regional organizations, businesses, with other universities for certain activities, etc.) Indicate possible practicum locations in your region and elsewhere in Québec or outside of Québec, if applicable, and describe the evaluation mechanisms. Show how the evaluation checklists take into account the competencies to be evaluated, as outlined in the document Vocational Teacher Training: Orientations, Professional Competencies (2001). Describe the training provided to cooperating teachers. Describe the support provided to cooperating teachers. Explain in what way the university acknowledges the work of cooperating teachers Distinct nature of the program practicum Describe the strategies, format, methods and information technologies that will be used. Describe the means proposed to evaluate the development and integration of the professional competencies. Referring to the general document mentioned in point 7.2.1, indicate the aspects that are specific to the training program in question. 7.3 Integration activities Describe the activities fostering the integration of the subjects and teaching theory and practices.

15 Writing Guide: Vocational Teacher Training page 12 8 Resources 8.1 The teaching team Professors Lecturers List the professors who will participate in the program's activities (provide details on their training and experience). Indicate the professors' research areas or subjects that are relevant to the teacher training program. Specify the respective share of teaching carried out by the team of lecturers, guest professors and professionals in the field. Evaluate the number of lecturers needed to provide instruction in the program. Describe the support services provided to lecturers (e.g. access to university services, photocopying, a place to work, to meet, etc.). Describe the support structure set up for lecturers (e.g. participation in planning meetings, evaluation meetings, information and training sessions, etc.). 8.2 Information resources Libraries Describe the collections: quality and quantity of documentation, databases, CD-ROMs, etc. Describe the services offered and the means used to make the documents available in the regions. Describe the access provided to information resources outside the university.

16 Writing Guide: Vocational Teacher Training page Educational software library Describe the educational software library: quality and quantity of documentation, accessibility Computer equipment Describe the computer equipment, software and other computer resources. Describe the multimedia equipment used in the classes. Describe the technical support offered to students Laboratories and workshops Describe the scientific laboratories and workshops (if applicable): quantity and quality of equipment, facilities, etc. Describe the pedagogical support and supervision provided to students. 8.3 Resources available to students Indicate the mechanisms used for consulting students. Describe the means set up to provide support and supervision to students. Specify the mechanisms set up to handle student complaints.

17 Writing Guide: Vocational Teacher Training page 14 9 Implementation Calendar Present the proposed calendar for implementing certain innovations, hiring additional human resources, setting up all the training strategies and activities planned for the program, and ensuring a high level of proficiency in the language of instruction.

18 Writing Guide: Vocational Teacher Training page Additional Information You may attach any other information that may be useful to describe the program or that may help CAPFE render a decision.

19 Writing Guide: Vocational Teacher Training page Conclusion CAPFE is aware that developing a new program requires time and effort. In order to avoid unnecessary work, CAPFE will make itself available to meet with university authorities who wish to validate certain procedures or initiatives before going further in the development of their program proposal. Requests of this nature may be addressed to the secretary-coordinator: Edward A. Collister CAPFE 1035, rue De La Chevrotière, 28 e étage Québec (Québec) G1R 5A5 Tel.: (418) Fax: (418) edward.collister@meq.gouv.qc.ca CAPFE.Guide de présentation.fp.dec2001.english CS.doc