Assuring quality in Ontario’s teacher education programs

Accreditation Committee

The College’s Accreditation Committee is mandated to ensure the quality of teacher education programs in Ontario through the regular review and accreditation of these programs.

The accreditation process assures the profession and the public that teacher education programs meet the requirements established under regulation, integrating theory and practice so that graduates are prepared and qualified for today’s classrooms.

An accreditation panel – which has a minimum of six members, including one person nominated by the institution administering the program under review – is appointed by the Accreditation Committee to review each pre-service teacher education program. Existing programs are reviewed cyclically, usually every seven years, to confirm that the program continues to meet regulatory requirements.

After examining all documents submitted by the faculty and submissions provided by members of the public, panel members normally visit the campus. They conduct on-site interviews with faculty members and various stakeholders, examine artifacts and review facilities and resources. The panel then develops its report, setting out its recommendations and detailing its supporting evidence. The Accreditation Committee considers the information provided in the panel’s report, and renders its decision.

Program Reviews

Accreditation panels – established by the Accreditation Committee – reviewed a number of teacher education programs in Ontario in 2011.

The Accreditation Committee:

  • granted general accreditation to the following programs of professional education offered by the Faculty of Education at York University:

    • a consecutive program of professional education leading to a Bachelor of Education degree, delivered in a full-time format with areas of study in the Primary/Junior, Junior/lntermediate and Intermediate/Senior divisions

    • a concurrent program of professional education leading to a Bachelor of Education degree, delivered in a full-time format with areas of study in the Primary/Junior, Junior/lntermediate and Intermediate/Senior divisions, including the program with a focus on teaching French as a Second Language in the Primary/Junior divisions

    • a consecutive program of professional education leading to a Bachelor of Education degree, delivered in a part-time format with areas of study in the Primary/Junior, Junior/lntermediate and Intermediate/Senior divisions, including the program with a focus on the teaching of French as a Second Language in the Primary/Junior divisions, leading to a Bachelor of Education degree

  • granted initial accreditation to the new concurrent technological education program of professional education for Grades 9/10 and Grades 11/12, offered by the Faculty of Education at York University and delivered in a full-time format, leading to a Bachelor of Education degree and an applied degree

  • granted general accreditation to the following programs of professional education offered by the Faculty of Education at the University of Ontario Institute of Technology (UOIT):

    • a concurrent program of professional education with areas of study in the Intermediate/Senior divisions, full-time format, leading to a Bachelor of Education degree

    • a consecutive program of professional education with areas of study in the Primary/Junior and Intermediate/Senior divisions, full-time format, leading to a Bachelor of Education degree

  • granted general accreditation to the consecutive program of professional education with areas of study in the Primary/Junior and Junior/Intermediate divisions, leading to a Bachelor of Education degree and a new Primary/Junior divisions program with a focus on teaching French as a Second Language offered by the Department of Education at Tyndale University College

  • denied initial accreditation to the proposed concurrent program of professional education with areas of study in the Primary/Junior and Junior/Intermediate divisions, leading to a Bachelor of Education degree. This proposed French-language program offered entirely by distance education was submitted by the Faculté d’éducation at the Université d’Ottawa

  • reviewed and received the annual report submitted by the Faculté d’éducation at the Université d’Ottawa, outlining their progress in satisfying the conditions of general accreditation for the multi-session, consecutive program of professional education with areas of study in the Primary/Junior and Junior/Intermediate divisions, leading to a Bachelor of Education degree. This program is to be offered in French, in an alternative mode. The Accreditation Committee also removed some conditions to this program

  • reviewed and received the annual report submitted by the Schulich School of Education at Nipissing University, outlining their progress in satisfying the conditions of initial accreditation for the multi-session consecutive program of professional education with an area of study in teaching Native Languages, leading to a Diploma in Education – known as “Teacher of Anishnaabemwin as a Second Language” (TASL program)

  • granted an extension of the initial accreditation period to the multi-session consecutive program of professional education with an area of study in teaching Native Languages, leading to a Diploma in Education (TASL program) offered by the Schulich School of Education at Nipissing University to reflect the anticipated completion date of the program’s first cohort

  • reviewed and received the annual report by the School of Education at Laurentian University, outlining their progress in satisfying the conditions of initial accreditation for the consecutive program of professional education leading to a Bachelor of Education degree with areas of study in the Intermediate/Senior divisions, full-time format

  • granted an extension of the initial accreditation period to the Laurentian University consecutive program of professional education leading to a Bachelor of Education degree with areas of study in the Intermediate/Senior divisions, full-time format to reflect the anticipated start date of the program

  • established accreditation panels to review applications for renewal of accreditation of the programs of professional education offered by the Faculty of Education at Brock University, the École des sciences de l’éducation, Université Laurentienne, and the Faculty of Education at Lakehead University.

Public Input

The College welcomes public input on the quality of teacher education programs.

A tool on the College website enables members of the public to learn about upcoming accreditation reviews and offer input on the quality of the programs for the panel’s consideration. The College also welcomes presentations made directly to the panel. Open forum meetings are now held during accreditation site visits to provide the public with opportunities to offer input to the panel.

Upcoming accreditation reviews are listed at the link http://www.oct.ca/octfeedback/reviews/.

Consultations

The College hosted consultation/briefings for providers of Additional Qualification (AQ) programs in October, November and December 2011, welcoming input about implementing substantial changes to accredited AQ programs.

The College also collaborated with several AQ providers to deliver a workshop for AQ course developers. The workshop supports a shared understanding of the quality assurance role of the College’s accreditation mandate and the roles of course developers, instructors and providers.

Additional Qualifications Courses

Ongoing professional learning is highly valued by Ontario teachers. The College Registrar determines if Additional Qualification courses and programs satisfy the requirements for accreditation.

In 2011, the Registrar accredited 398 Additional Qualification courses.

The Accreditation Unit continues to experience a significant increase in the number of applications submitted from providers for accreditation of AQs. For example, the College received 232 applications in 2010 compared to 389 in 2011.

AQ courses are offered by 36 providers across the province. In 2011, the York Catholic District School Board became a provider of AQ programs. The College is meeting with several First Nations communities interested in becoming providers.