Committees at Work

Accreditation Committee


The College’s Accreditation Committee ensures the quality of initial 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 quality assurance requirements established under regulation. The programs integrate theory and practice so that graduates acquire the appropriate knowledge and skills to teach in Ontario classrooms.

The Accreditation Committee appoints an accreditation panel to review each initial teacher education program. Existing programs are reviewed cyclically, usually every seven years, to confirm that the program continues to meet regulatory requirements.

Panel members examine all documents submitted by the faculty and conduct a site visit of programs applying for accreditation renewal. The panel interviews faculty members and various stakeholders, examines supporting materials, and reviews facilities and resources. Members of the public are always provided with an opportunity to offer feedback about the programs under review.

The panel then develops its report, setting out its recommendations and detailing its supporting evidence. The Accreditation Committee considers the information in the panel’s report and issues a decision.

School science lab equipment.

Accreditation Reviews

In 2017, the College conducted six initial teacher education program reviews for the following programs:

  • Faculty of Education at The University of Western Ontario (Western University):
    • Consecutive program of professional education with areas of study in the Primary/Junior, including Primary/Junior with a focus on teaching French as a Second Language, Junior/Intermediate and Intermediate/Senior divisions, leading to a bachelor of education degree
  • Faculty of Education at the University of Windsor:
    • Consecutive program of professional education with areas of study in the Primary/Junior, Junior/Intermediate and Intermediate/Senior divisions, leading to a bachelor of education degree
    • Concurrent program of professional education with areas of study in the Primary/Junior and Intermediate/Senior divisions, leading to a bachelor of education degree, including the Early Childhood Education concurrent program for Primary/Junior divisions
    • Multi-session consecutive program of professional education with areas of study in Technological Education subjects at the Grades 9/10 and Grades 11/12 level, leading to a bachelor of education degree or a diploma in Technological Studies
  • Schulich School of Education at Nipissing University:
    • Consecutive program of professional education with areas of study in the Primary/Junior, Junior/Intermediate and Intermediate/Senior divisions, leading to a bachelor of education degree
    • Concurrent program of professional education with areas of study in the Primary/Junior, Junior/Intermediate and Intermediate/Senior divisions, leading to a bachelor of education degree
    • Multi-session consecutive program of professional education for persons of First Nations, Métis or Inuit ancestry with an area of study in the Primary/Junior divisions, leading to a bachelor of education degree or certificate (“Aboriginal Teacher Certification Program” or ATCP)
    • 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 program” or TASL)
  • Faculty of Education at Wilfrid Laurier University:
    • Consecutive program of professional education with areas of study in the Primary/Junior and Junior/Intermediate divisions, leading to a bachelor of education degree
  • Faculty of Education at York University:
    • Consecutive and part-time consecutive program of professional education with areas of study in Technological Education subjects at the Grades 9/10 and Grades 11/12 levels, leading to a bachelor of education degree
    • Concurrent program of professional education with areas of study in Technological Education subjects at the Grades 9/10 and Grades 11/12 levels, leading to a bachelor of education degree and an applied degree
  • School of Education at Laurentian University:
    • Concurrent program of professional education for the Primary/Junior and Junior/Intermediate divisions, leading to a bachelor of education degree

In late 2017, the faculties of education at Redeemer University College and York University submitted applications for the general accreditation of their programs.

 

Substantial Change Decisions

The Accreditation Committee received and reviewed substantial change requests — and requests for additions to programs — for the following programs:

  • Faculty of Education at Lakehead University:
    • Concurrent program of professional education that combines studies in education with an area of study in the Primary/Junior divisions, leading to an Honours bachelor of education (Indigenous) degree
  • Faculty of Education at York University:
    • Full-time consecutive program of professional education with areas of study in the Primary/Junior, Junior/Intermediate and Intermediate/Senior divisions, leading to a bachelor of education degree
  • Faculty of Education at the University of Ottawa:
    • Consecutive program of professional education with areas of study in the Primary/Junior, Junior/Intermediate and Intermediate/Senior divisions, leading to a bachelor of education degree (French-language program)
    • 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 (French-language program offered by partial or full distance education)
    • Concurrent program of professional education with areas of study in the Primary/Junior, Junior/Intermediate and Intermediate/Senior divisions, leading to a bachelor of education degree (French-language program)
  • Faculty of Education at Queen’s University:
    • Consecutive program of professional education for persons of First Nation, Métis or Inuit ancestry with an area of study in the Primary/Junior divisions, leading to a bachelor of education degree or diploma in education (Aboriginal Teacher Education Program or ATEP)

The committee approved the changes and additions to the programs at Lakehead University, York University, the University of Ottawa and Queen’s University.

Books on a student’s desk.

Accreditation Resources

Resources that support the accreditation of initial teacher education programs, including the Accreditation Panel Interview Resource: Getting at Evidence and the Accreditation Resource Guide, were updated to reflect regulatory changes and program enhancements. In support of maintaining a streamlined process for accreditation reviews, staff continued to improve accreditation resources and practices. Committee resources continued to be used in 2017.

Committee Professional Development

Presentations were provided in support of continuous professional development for the Accreditation Committee, including a conversation on the reasons for the “theory and practice gap” facilitated by two Canadian teacher education researchers from the University of Toronto. Committee members also received information on the College’s annual Transition to Teaching report.

Public Input

The College invites public input about the teacher education programs it reviews.

An email notification tool on the College website allows members of the public to learn about upcoming accreditation reviews and offer input on the quality of the programs for the panel’s consideration. Social media outreach — throughout the accreditation review and open forum meetings available during site visits — provides the public with opportunities to offer input to the panel.

Visit the College website to learn about upcoming accreditation reviews or follow us on Facebook or Twitter.

Accreditation
  • Jean-Luc Bernard, OCT (a)
  • Marie-Louise Chartrand (a)
    (from May 7, 2017 until
    October 19, 2017)
  • Susan Elliott-Johns, OCT (e)
    (Vice-Chair)
  • Marie-Thérèse Hokayem (a)
  • Matthew Kavanagh, OCT (e)
  • Colleen Landers (a)
  • Richard Michaud, OCT (e)
  • Claudia Patenaude-Daniels, OCT (e) (from March 2, 2017)
  • Nicole van Woudenberg, OCT (e) (Chair)

(a) = appointed
(e) = elected