University of Ottawa - Faculty of Education
Teacher Education
Course Outline
Winter 2014
PED3145 Kindergarten and the Early Years
Contact Information
Professor: Tammy Epp
Office Hours: after class or by appointment
E-mail: tepp@uottawa.ca
Class Location: LMX 405
Class Time: Monday, 1:00-4:30pm
I
Course Description
Examination of theoretical understanding, practical applications and resources appropriate for
the Junior Kindergarten/Senior Kindergarten classroom; topics will include developmentally
appropriate practices, theories of play, the current Ontario curriculum, assessment and
evaluation, and emergent/early literacy and numeracy.
II
Course Objectives
Students will:
 understand child development theories as they relate to the Kindergarten learner;
 develop meaningful curricular activities for the Kindergarten learner which reflect
current methodologies and practices;
 demonstrate an understanding of the philosophy, planning, assessment and evaluation as
they apply to the Full-Day Early Learning-Kindergarten Program;
 examine the current face of the Kindergarten program in Ontario with emphasis on fullday learning, creating a play-based program, and teacher/ECE relationships;
 analyze and implement the The Full-Day Early Learning – Kindergarten Program MOE
(2010-11, Draft Version);
 understand the importance of play in the kindergarten classroom and what “inquiry” in
the kindergarten classroom looks like;
 create, promote, and participate in communities of inquiry.
III
Schedule of classes
Instructional strategies for our classes will include the following:
 Direct instruction;
 Individual &/or group inquiry and reflection;
 Small group interaction and discussion;
 Cooperative learning and large group discussions;
 Peer presentations and feedback;
 Professional readings, videos, and research opportunities;
Class Date Readings
1
Jan. ELECT
6
(pp.21-23) to be shared
in class
Topic
Introduction And Welcome
 Course overview and expectations
 Assessment of prior knowledge, beliefs, and
experiences
 Emergent Curriculum and Your Teaching Journey:
Finding out where your starting point might be
 Understanding and appreciating the JK/SK learner
 Discuss Assignment #1: Kindergarten Sign-In
Activity due January 20, 2014
2
Developmentally Appropriate Practice and Starting to
Plan For Learning
 The current face of Kindergarten in Ontario: Vision,
Purpose, Goals;
 Understanding the continuum of development
 Developmental considerations on which to reflect
when organizing and planning
 Emergent Curriculum and Child-Centered Practice
 Planning considerations.
Jan.
13
FDELKP
(pp.1-12, 18-27, 33-42,
50-51,
Kindergarten Program
(pp. 1-2, 5-14, 20-21,
22-23)
ELECT
(pp.21-23, 43-60)
Note: Topics will be chosen during class using a ballot
system for Assignment #3: Design a Learning Centre
3
Jan.
20
FDELKP (pp. 13-17,
28-32, 70)
Play-Based Inquiry Learning
 Hands-on class exploration and inquiry
 What is ‘Play'? Video reflection and discussion
Kindergarten Program  Classroom practices that support and extend play
(pp. 1-2, 5-14)
 Planning for play in the kindergarten classroom
 What is inquiry-based learning?
http://www.edugains.ca  Putting in into practice: What an Inquiry-based
/newsite/fulldaykinder
classroom looks like and the teacher’s role
/videoplayblearning.
 Sign up for Book Share Activity on Jan. 27 & Feb. 3
html
Kindergarten Sign in Activity #1 Due and
Presentations
4
Jan.
27
FDELKP
(pp. 35-37)
Creating The Learning Environment
 How to establish a stimulating and supportive
learning environment for all Kindergarten learners
Kindergarten Program  What is a learning centre? Video reflection and
(pp. 22-23)
discussion
 Learning centres both permanent and temporary
http://www.edugains.ca  Developmentally Appropriate open-ended activities
/newsite/fulldaykinder
vs. Developmentally Inappropriate closed activities
/Videolearning
 Classroom Organization, Routines and Self
environment.html
Regulation
 Rethink, Remove, Repeat
Kindergarten Book Share Assignment # 2
and Presentations
5
Feb.
3
FDELKP (pp.18-19,
68-71)
Kindergarten Program
(pp. 15-17, 33-39)
Language and Literacy Learning
 Emergent Literacy is a developmental process
 Planning-Thinking about the ‘Big Picture’
 What does a long-term plan for literacy in
kindergarten need to include?
 A Balanced Approach to Programming
 The importance of oral language
Kindergarten Book Share Assignment #2 and
Presentations
6
Feb.
10
FDELKP
(pp. 68-91).
A Balanced Literacy Program in Kindergarten
 What is Balanced Literacy?
 Components of a balanced literacy program
Kindergarten Program  Stages of writing development
(pp. 24-25, 33-39)
 Rethinking the learning environment to support
literacy: Video reflection and discussion
http://www.edugains.ca  Assessment in the early childhood classroom
/newsite/fulldaykinder
Marie Clay: An Observation Survey of Early
/videoliteracy
Literacy Achievement (ELOT)
throughtheday.html
Student Presentations of Language Centres
7
8
Feb.
17
Feb.
24
Family Day – No Class
FDELKP
(pp. 20-21, 92-111)
Thinking Mathematically
 Strands of a balanced kindergarten math program
 What does mathematics ‘look like’ in kindergarten?
Kindergarten Program  Video reflection and discussion
(pp. 40-48)
 Creating an environment that supports mathematics
learning
http://www.edugains.ca  Planning for mathematics and assessment
/newsite/fulldaykinder
/videonumeracy
Student Presentations of Language Centres
throughtheday.html
Mar. FDELKP
3
(pp. 16-17, 112-156,)
Integrated Learning-Science, The Arts, Physical
Education and Health
 How do we support inquiry in the classroom?
Kindergarten Program  Repeat, remove, and rethink traditional theme(pp. 49-69)
based planning and moving to inquiry: Video
reflection and discussion
http://www.edugains.ca  Planning for science throughout the year around
/newsite/fulldaykinder/
“Big Ideas”
videoinquiry.html
 Learning through exploration
 How do we integrate the arts and health and
physical activity throughout the day?
 The classroom environment as the third teacher
Student Presentations of Math Centres
9
Mar. FDELKP
10
(pp. 28-32, )
Assessment, Observation and Documentation in
Kindergarten
 Planning for assessment: Assessment that informs
Growing Success:
instruction
(pg. 6)
 Assessment tools and strategies
 The power of observation: Video reflection and
http://www.edugains.ca
discussion
/newsite/fulldaykinder/  Documenting Learning and Thinking: Making
Videoobserv
Learning Visible
documentation.html
Student Presentations of Personal and Social
Development, The Art and Science Centres
10
Mar. FDELKP
17
(pp. 6-11)
Kindergarten Program
(pp. 2-4)
http://www.edugains.ca
/newsite/fulldaykinder
/videoflowotday.html
Planning and Partnerships in Kindergarten
 Planning based on the whole child
 Building a learning community
 FDLK team
 Taking a look at a full day kindergarten schedule
 Taking Time For Reflection
“Unit” Plan Assignment Due
IV Required Textbooks and Resource Materials
1) The Full-Day Early Learning - Kindergarten Program. MOE (2010-11, Draft Version).
http://www.edu.gov.on.ca/eng/curriculum/elementary/kindergarten_english_june3.pdf
Please bring this resource to all classes.
2) The Kindergarten Program, Revised. MOE (2006)
http://www.edu.gov.on.ca/eng/curriculum/elementary/kindercurrb.pdf
3) Early Learning for Every Child Today (ELECT): A Framework for Ontario Early Childhood
Settings
http://1000moments.net/documents/Elect.pdf
4) Growing Success: Assessment, Evaluation and Reporting in Ontario’s Schools, First Edition
http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf
6) http://www.edugains.ca/newsite/fulldaykinder/index.html
5) Other required readings and resources such as web links, videos, news clippings, etc. can be
found on our course website that can be accessed through Virtual Campus.
Recommended resources:
With Our Best Future in Mind (Pascal Report) MOE (2009)
http://www.ontario.ca/en/initiatives/early_learning/ONT06_018876.html
Full-Day Early Learning – Kindergarten Program
The Extended-Day Program MOE (2010-11 Draft Version)
http://www.edu.gov.on.ca/eng/curriculum/elementary/kinderProgram2010.pdf
Full-Day Early Learning Kindergarten Program for Four- and Five-Year-Olds:
A Reference Guide for Educators. MOE (2010-11 Draft Version)
http://www.edu.gov.on.ca/eng/curriculum/elementary/kinder2010.pdf
Early Reading Strategy: The Report of the Expert Panel on Early Reading in Ontario, MOE,
2003 http://www.edu.gov.on.ca/eng/document/reports/reading/
Early Math Strategy: The Report of the Expert Panel on Early Reading in Ontario,
MOE, 2003 http://www.edu.gov.on.ca/eng/document/reports/math/
Supporting English Language Learners in Kindergarten MOE,
http://www.edu.gov.on.ca/eng/document/kindergarten/kindergartenELL.pdf
Ministry of Education documents are available from the web site at
http://www.edu.gov.on.ca/eng/teachers/curriculum.html
Thinking It Through:Teaching and Learning in the Kindergarten Classroom ETFO(2010)
V
Assignments and Evaluation Methods
Assignments
Value
Due Date
1. Kindergarten Sign in Activity & Presentation
15%
Class 3
January 20
2. Kindergarten Book Share
15%
Class 4
Class 5
January 27
February 3
3. Learning Centre – Presentation and Critique
(Individual or Partners)
30%
Class 6 – 9
Critique is due the week following the
presentation of the learning centre
4.Inquiry-based Planning (groups 3-4)
40%
Class 10 March 17
1. Kindergarten Class Sign in Activity (15%)-Individual or Partners
Create a developmentally appropriate and engaging way for Kindergartners to begin their day in
your classroom. You will be required to present your activity to the class as well as be required
to create a one page (size 12 font, single space) brief description of your activity.
Learning Expectations:
 identifying, validating and building on the prior knowledge of the children
 planning for and supporting transitions encountered by, children in Kindergarten
 developing integrated learning opportunities and inquiry-based opportunities to meet
expectations encompassing all six learning areas
 maximizing on young learners multiple modes of representation including music, artistic and
visual representations, movement, pretense, multimodal and technological expression
 connecting content with real life experiences and building on prior knowledge, and learning
 understanding of how young children contribute to their own learning
 having developmentally appropriate expectations for learners in Kindergarten, and applying
awareness of age, linguistic, and cultural factors to classroom practice
 knowing the stages of oral language, reading and writing skills acquisition in young children,
including children whose home tongue is different from the language of instruction and
implications for practice
Success Criteria
 Brings in all necessary materials and resources
 Activity is developmentally appropriate for Kindergarten learners (or discussion of
how it could be adapted to the Kindergarten classroom)
 Activity can be successfully completed independently by a range of Kindergarten
learners differentiated for a variety of Kindergarten Learners
 Evidence of meeting a range of learning styles
 Creates a one page description of the activity
2. Kindergarten Book Share (15%)-Individual
Participants will sign up and be asked to present a book of their choice that reflects equity, inclusion and
diversity, respect, or empathy and kindness towards others. They will be asked to Read Aloud the book
and provide a quick overview of how the book can be used with Kindergarten learners (no longer than
10 minutes). You will be required to present your book to fellow peers in small groups and you will also
be required to create a two page maximum (size 12 font, single spaced) brief description of your book.
Items mentioned under the “Success Criteria” below should also be addressed in your report.
Book presentations will occur during Class 4 on January 27 and during Class 5 on February 3.
Learning Expectations:
 modeling and adapting expectations, strategies and assessment practices in response to the
individual and developmental needs of students as well as their social-cultural contexts
 building learning communities that are sensitive to the cultural identities of the children and
that foster strong cultural identities in young children
 develop empathy for others, and acknowledge and respond to each other’ s feelings
 demonstrate respect & consideration for individual differences and alternative points of view
 understanding that the classroom is a microcosm of society
 identifying and supporting children who have diverse learning needs
 identifying factors in a diverse and changing society that impact on students
 identifying, validating and building on the prior knowledge of the children
 supporting learners' identities free from bias, stereotyping, stress or engendering discomfort for
any child in the kindergarten class
Success Criteria
 Read aloud the story & provide a quick summary of the story
 Provide a presentation of the book/topic in 10 minutes or less
 Identify areas in the Kindergarten curriculum that link to the text
 Describe aspects of the text that reduce bias and stereotyping of students in the Kindergarten
class &/or describe how the text supports respect, empathy, or kindness for others at the
kindergarten level
 Describe how you would use the text in the Kindergarten classroom. What discussions and/or
activities would you develop around this book?
 Creates a two page summary of the story along with title, author, and ISBN of the text
3. Part A: Design a Learning Centre (15 %) – Individual or Partners
The purpose of this assignment is to give you practical experience in designing learning centres that
allow young children to progress at their own stage of development and to engage in play-based and
inquiry based sensory experiences. This may be done individually or with a partner.
Topics will be chosen during class 2 using a ballot system. To avoid duplication, centre topics must be
submitted in the class prior to your presentation date.
1. Describe one learning centre activity that could be used in a Kindergarten classroom with
minimal adult supervision. The activity should be open-ended and accessible for students in
both JK and SK.
2. Your activity should address two (2) learning expectations (one overall and one specific) from
the FDELKP (MOE, 2010) and include a title and a list of required materials.
3. You will then create a “finished product” of your centre and present it to the class.
Presentations will take place in small groups during Classes 6-9 and should be interactive (i.e. a
small group of your classmates should be able to try out the centre activity).
3. Part B: Critique of Learning Centre (15 %)
You will answer the following four (4) questions, related to your Learning Centre that will
demonstrate your understanding and appreciation of learning centres as a pedagogical strategy
that supports and encourages learning through play. Please cite any relevant research/findings
that will substantiate your responses. Your submission for Part B should be a two page
maximum (size 12 font, single spaced) and each question should be answered separately.
1. What elements make your learning center inviting, interesting and meaningful to
Kindergarten students? How does your Learning Centre support developmental
learning, learning styles, and/or multiple intelligences?
2. What learning (i.e., skills, knowledge, attitudes, values) and discovery could occur during
exploration at your learning centre?
3. How does your learning centre allow for differentiated learning?
4. Why are Learning Centres an important pedagogical strategy for early childhood
education?
4. Integrated, Inquiry-Based Curriculum Unit (40%) (Groups of 3-4)
The purpose of our final assignment is to invite you to undertake a practical and creative curriculum
development project – the design of an Integrated Curriculum Unit that is applicable for both JK and SK
students. In small, collaborative groups of 3-4 members, you will design an Integrated Curriculum Unit
that supports the expectations of the Kindergarten program.
Your unit will demonstrate:
 application of curriculum theory and demonstration of an integrated model;
 an understanding and ability to apply the concepts of inquiry based learning;
 ability to design learner activities that are play-based and child-centred;
 ability to design learner activities that provide for differentiation of instruction;
 organization of the learning environment;
 knowledge of assessment tools and evaluation techniques that reflect learner expectations.
 the ability of the group to create, promote, and participate in communities of inquiry.
Components of the Integrated Curriculum Unit
Title Page
Please include the title of your Integrated Curriculum Unit and the names of each group member
a) Rationale
A one page (maximum) Rationale for your unit that synthesizes why this inquiry, concept, skill, or
demonstration would be appropriate, meaningful, and engaging for JK/SK children (ages 3-6). Size 12
font, please.
b)
Integrated Planner
1.
Select an Inquiry, Concept, Skill, or Demonstration/Performance for your Integrated
Curriculum Unit that supports the expectations of the Kindergarten program.
2.
Create a web that demonstrates the type of brainstorming you would do with your class to
make possible connections to the idea/inquiry topic. These connections must include at
least 3 activities from each of the following 5 learning areas: Language, Mathematics,
Science, Health & Physical Activity, and The Arts.
3.
From the web choose 15 learner activities to describe in depth.
o All activities must be play-based, developmentally appropriate, culturally and socially
inclusive, open-ended, and be rich/complex in possibility.
o All activities must allow for participation of children with differing skills and abilities and
at different stages of development within the 3-6 yr. old range.
o They must reflect a balance of activities that:
 teach to multiple domains of development: (i.e. cognitive, physical, language),
 access learning from different subject areas: (i.e. language, mathematics, the
arts), and,
 allow learning in different environments (e.g. outdoor/indoor).
4.
For each activity describe:
a.
the learning objectives/expectations ,
b.
the materials needed,
c.
the specifics of set-up,
d.
the role of the teacher,
e.
evidence of learning (the look-fors),
f.
method of assessment, and
g.
possible extensions.
h.
reference
c) Addendum:
Your Addendum should include a detailed list of materials that would be helpful resources for both the
teacher and the learner in this unit.
Resources may include specific titles and examples of:





Professional Resources
Children's Literature to support unit
Media Resources (e.g., videotapes, CD's, computer software programs)
Human and Community Resources (e.g., sites for excursions, guest speakers)
Websites for both teachers and students
VI Compulsory Attendance
Due to the concentrated nature of the Teacher Education Program and the considerable public
responsibility inherent in the profession of teaching, attendance at all classes in the B. Ed.
program is compulsory. Many of the objectives for this course are achieved during class time.
Most classes include activities or discussions that enable students to contribute to the
professional development of everyone in the class. As required by the Ontario College of
Teachers and indicated in the Teacher Education Calendar, attendance is mandatory in the
teacher education program and will be recorded at the beginning of each class.
Of course, circumstances may occasionally arise which make attendance impossible. In the
event that you must be absent, students must inform the professor by telephone or e-mail either
prior to the class or as soon after the class as possible. The professor will provide an
assignment/task designed to ensure that the student meets the objectives of that class and
he/she will require a written response from the student. The nature of this assignment and
the due date for submission will be determined by the professor. Students who are absent on the
submission date for an assignment are expected to submit the assignment through an alternative
means on the due date (i.e. email). Assignments received after the due date will be considered
late assignments (see below). Students who exhibit a pattern of irregular attendance will be
brought to the attention of the Program Director and will be required to show cause why they
should be allowed to undertake the practicum and/or continue in the program.
In the event that you are absent for a class, you are expected to submit a one page
reflective/summary, based on the readings assigned for the class in which you were absent,
and submit this reflection to the instructor during the following class. This is a required
element for this course. A research essay will be required if more than two classes are not
attended.
VII Late Assignment Policy
Assignments which are submitted after the due date without an agreed-upon extension are
considered late assignments. The penalty on late assignments in all courses in the Teacher
Education Program amounts to a grade loss of 5% per day up to a maximum of 10 days, after
which time assignments will not be accepted.
Failure to submit assignments results in a grade of “EIN” (Failure/Incomplete). Such
symbol is equivalent to a grade of “F” (failure with no make-up).
VIII Academic Fraud
“Plagiarism is one type of academic fraud. A student found guilty of committing plagiarism will
be subject to sanctions, which range from receiving a mark of “F” for the work in question, to
being expelled from the University, and even the revocation of a degree, diploma, or certificate
already awarded.”
The University of Ottawa’s regulations concerning academic fraud as stated in the Teacher
Education Calendar apply to this course:
http://web5.uottawa.ca/mcs-smc/academicintegrity/regulation_definition.php
For more information about University regulations related to plagiarism and other types of
academic fraud, please see the section entitled “Academic Fraud” in the Teacher Education
Calendar, the Professional Development Programs Calendar, or the Faculty of Graduate and
Postdoctoral Studies Calendar."
For useful guidelines to help you avoid plagiarism, please consult the following web page:
http://web5.uottawa.ca/mcs-smc/academicintegrity/regulation.php
IX Access Service - For students needing accommodations
If barriers are preventing you from fully integrating into the academic setting and you need
adaptive measures to progress (physical setting, accommodations for assignments, arrangements
for exams, learning strategies, etc.), contact Access Service immediately at the start of the term:
• in person at the University Centre, Room 339;
• online at www.sass.uOttawa.ca/access/registration;
• by phone at 613-562-5976 - TTY: 613-562-5214.
Access Service designs services and implements measures to break down barriers that would
otherwise impede the learning process for students with health problems (mental or physical),
visual impairments or blindness, hearing impairments or deafness, permanent or temporary
disabilities, or learning disabilities. It is the responsibility of the student to register with access
services in order to receive adaptive measures.
X Grading Framework
The following grading scale is reproduced from the Teacher Education Calendar 2003-2005 (p.
11) and must be used for all courses with the exception of the Practicum where a Pass/Fail is
used. Expanded definitions of the letter grades have been written in accordance with the policy
statements adopted.
An exceptional grade in a course or on an assignment is given for a response that
demonstrates a thorough knowledge of all relevant concepts and techniques. The response
Exceptional is complete in content and presented in a clear, coherent and effective manner. In addition
90-100%
an exceptional response adds something novel and original which distinguishes an A+
from a n A. Exceptional responses are rarely encountered as they are, by definition,
outstanding among other responses.
A+
A
Exemplary
85-89%
AExcellent
80-84%
B+
Very Good
75-79%
B
Good
70-74%
An exemplary grade in a course or on an assignment is given for a response that
demonstrates a thorough knowledge of all relevant concepts and techniques. The
response is complete in its content, with a clear and coherent presentation designed to
communicate effectively.
An excellent grade in a course or on an assignment is given for a response that
demonstrates a thorough knowledge of relevant concepts and techniques. The response
is largely complete in its content and clearly presented. However, some minor aspect of
the assignment which may pertain to content or effective communication is lacking.
A very good grade in a course or on an assignment is given for a response that
demonstrates adequate knowledge of relevant concepts and techniques. The response is
both informative and clearly presented. However, the response is incomplete as some
substantive aspect of the assignment has been overlooked.
A good grade in a course or on an assignment is given for a response that demonstrates
adequate knowledge of relevant concepts and techniques. However, the response is
incomplete as some substantive aspect of the assignment has been overlooked. In
addition, there are difficulties with effective communication.
A satisfactory grade in a course or on an assignment is given for a response that
demonstrates basic knowledge of relevant concepts and techniques. A substantive aspect
Satisfactory of the assignment has been overlooked. In addition, the difficulties with effective
65-69%
communication result in a lack of clarity such that readers or listeners struggle to get the
information.
C+
C
Pass
60-64%
A pass grade in a course or on an assignment is given for a response that demonstrates
incomplete knowledge of relevant concepts and techniques. A substantive aspect of the
assignment has been overlooked. In addition, the difficulties with effective
communication result in a lack of clarity such that readers or listeners struggle to get the
information.
Redeemable The category of redeemable failure demonstrates an unacceptable level of knowledge of
Failure E1 concepts and/or techniques to satisfy the requirements of an assignment or course.
40 – 59%
Student teachers receiving a redeemable failure have the right to one supplemental
examination in which they must obtain 60% standing to be successful. Supplemental
examinations consist of a written examination or additional assignments.
Nonredeemable
Failure
A non-redeemable failure demonstrates an unacceptable level of knowledge of concepts
and/or techniques to satisfy the requirements of an assignment or course. No
supplemental examination and/or assignments are offered.
0-39% (F)
ABS
Absent
EIN
Failure/Incomplete
1
Redeemable failure in the Faculty of Education.
Note: All grades below “C” are failing grades for undergraduate students in the Faculty of
Education.
A grade of “E” (failure with the right to a make-up) means that the students must pass the
make-up assignment(s) or examination as determined by the professor in consultation with
the Director of Teacher Education. If the student passes the make-up assignment(s) or
examination, the new mark will be entered on the transcript. If the student fails, an “F”
(failure with no makeup) will be entered on the transcript.
A grade of “F” (failure with no make-up) for a course results in the compulsory
withdrawal of the student from the program and the Faculty.
XI. Bibliography
Resources will be available on Virtual Campus.
XII. Faculty of Education Regulation on Professional Ethics
As future teachers, graduates of the Faculty of Education’s Bachelor of Education and Certificate
of Education programs will be responsible for the physical safety, the psychological health and
educational well being of students (children, adolescent or adult) in schools. In Ontario, teacher
candidates are associate members of the Ontario Teachers Federation and subject to its standards
of professional ethics during their practicum. Under the Ethical Standards for the Teaching
Profession of the Ontario College of Teachers, teachers must also demonstrate care, integrity,
respect and trust in all of their interactions with students, parents, other teachers, school
personnel and with members of the public.
While the Faculty of Education recognizes that its teacher candidates are learning their
professional responsibilities as teachers, it expects all of its teacher candidates to demonstrate
that they have the knowledge, attitudes and capacities needed to be responsible for the physical
safety, the psychological health and educational well being of students (children, adolescent or
adult) before they are placed in a school or other practice teaching situation. It further expects
that they will at all times demonstrate care, integrity, respect and trust in their interactions with
each other, with the representatives of the Faculty of Education and during their practicum with
students (children, adolescent or adult), parents, other teachers, principals, other school personnel
and with members of the public.
The following procedures apply to this regulation:
1. Publicity
This regulation will be publicized to all Baccalaureate and Certificate of Education students, to
all teaching and administrative personnel of the Faculty of Education and to all school-based
personnel involved in a teacher candidate’s practicum.
To be admitted to these programs, all candidates must demonstrate that they are aware of its
contents and that they have the ability to live up to its requirements.
2. Prior to the Practicum
a) Only those teacher candidates who demonstrate that they can act with care, respect,
integrity and trust and that they have the knowledge, attitudes and capacities needed to be
responsible for the physical safety, the psychological health and educational well being of
students (children, adolescent or adult) will be placed in the practicum.
b) If a teacher candidate has not demonstrated the required qualities (care, integrity,
respect or trust), or if the Faculty has well founded reason to believe that the teacher candidate
may endanger the physical safety, psychological health or educational well being of students
(children, adolescent or adult), the Director of the Teacher Education or Formation à
l’enseignement program may deny a practicum placement to the teacher candidate. In the
absence of the program director, the decision to refuse a practicum must be made by the ViceDean Academic Programs or the Dean.
The teacher candidate must be informed in writing of this determination and the reasons for it
within five working days.
3. During the Practicum
a) A teacher candidate will be immediately withdrawn from the practicum if he or she
puts at risk the physical safety, the psychological health or educational well being of students
(children, adolescent or adult), or otherwise demonstrates an absence of care, respect, integrity or
trust.
b) Such determination may be made by the school principal, by another school board
official such as a director of education, or by the Director of Teacher Education or of Formation
à l’enseignement, the Vice Dean (Academic Programs) or the Dean of Education. The teacher
candidate must be informed in writing of this determination and the reasons for it, normally
within five working days of the withdrawal from the practicum.
c) In the event of such a determination, the teacher candidate will only be placed in
another practicum by the Director of Teacher Education or of Formation à l’enseignement, or in
his or her absence the Vice-Dean (Academic Programs) or the Dean of Education, when the
teacher candidate demonstrates that he or she
i) no longer poses a risk to students (children, adolescent or adult);
ii) is capable of acting with care, respect, integrity and trust, and;
iii) has the knowledge, attitudes and capacities needed to be responsible for their
physical safety, psychological health and educational well being.
4. Denial or Withdrawal from Practicum
In the event that a teacher candidate is denied or withdrawn from the practicum under this
regulation, a committee consisting of three regular professors will examine the case.
a) The committee must normally meet within ten working days of the written notification
to the teacher candidate of the decision to deny a practicum.
b) The committee may make one of three decisions:
i) it may uphold the denial of a practicum placement;
ii) it may identify conditions that the teacher candidate must satisfy before being
placed in a practicum; or,
iii) it may authorize the placement of the teacher candidate in another practicum.
c) The teacher candidate may make a written submission to the committee and may
request to appear before it.
d) The committee must provide written reasons for its decision.
e) In the event that the committee upholds the decision to bar the teacher candidate from
the practicum, a grade of F will be noted on the teacher candidate’s transcript for the practicum
and the teacher candidate will be withdrawn from the program.
f) In the event that the committee identifies conditions that the teacher candidate must
satisfy before being placed in a practicum, a grade of E will be noted on the teacher candidate’s
transcript for the practicum.
5. Right of Appeal
The teacher candidate may appeal the decision of the committee through the normal
procedures associated with a grade appeal as defined by the Senate of the University of Ottawa.