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Teacher Education
ufv.ca/teachereducation

Teacher Education Program (Secondary)

The Teacher Education Secondary program will provide professional development for students intending to become secondary school (grades 8-12) teachers. The program will have two streams: a Math/Sciences and a Humanities stream. The first cohort included 18 student teachers in the Math/Sciences stream, and 18 students in the Humanities stream and began in July, 2014. The 55-credit, one-year program is a full-time program. TEP emphasizes the integration of knowledge, practice, and program components that are designed to meet both the TEP program values and goals, and the curricular requirements of the Ministry of Education.

In addition, the Teacher Education Secondary program is intended to help prospective teachers attain the professional standards established by the Teachers Regulation Branch. Upon successful completion of the program, students will be recommended to the TRB for professional certification and will receive a Certificate of Completion in Teacher Education from UFV.

Entrance requirements and eligibility

The Teacher Education Secondary program is designed to prepare students to qualify for a professional teaching certificate issued by the B.C. Teachers Regulation Branch (TRB). The following admission requirements reflect the policies and standards of the TRB.

There are three ways in which an applicant can be eligible for the program:

  1. A Bachelor’s degree with a major in one of the four teachable subject areas (e.g. a major in Biology would make an applicant eligible for the Math/Sciences stream).
  2. A Bachelor’s degree with two minors, with both minors from the four teachable subject areas (e.g. a minor in Mathematics and a minor in Chemistry would make an applicant eligible for the Math/Sciences stream).
  3. A Bachelor’s degree with one minor in one of the four teachable subject areas (with a preference for a second minor in a subject area widely taught in B.C. schools).

1) Academic entrance requirements for all secondary streams:

Bachelor’s degree, to include at least one teachable area consisting of a major or a minor in one of English, Social Studies, Mathematics, or Sciences

  • Bachelor’s degree, to include at least one teachable area consisting of a major or a minor in one of English, Social Studies, Mathematics, or Sciences
  • 3 credits in English composition
  • 3 credits in English literature
  • 3 credits of Educational Psychology (EDUC 200) or equivalent
  • 4 credits of Best Practices of Teaching and Learning (EDUC 300) or equivalent
Note: The English requirements and EDUC 200 must be completed by December 31st prior to applying to TEP.

The UFV Teacher Education Program includes two streams: Math/Sciences and Humanities. Within these streams are four teachable subject areas: Mathematics and Science (Math/Sciences stream), and Social Studies and English (Humanities stream).

In order to meet the admission requirements to TEP, applicants must have completed: a teachable major or a minor in one of English, Social Studies, Mathematics, or Science.  For those students applying with one minor in one of the above subjects, preference may be given to students who have a second minor in another subject area widely taught in B.C. schools.

Course Requirements for major/minor distinctions:

The teachable major:

A teachable major is comprised of 42 credits of general and specific course work in any one of the following core B.C. secondary school subjects: Mathematics, Sciences, English, and Social Studies. At least 30 of the 42 credits must be at the 300- or 400-level.

The teachable minor:

A teachable minor consists of a minimum of 12-15 credits at the lower-level and at least 18 credits at the 300- and/or 400-level in any one of English, Social Studies, Mathematics, and Sciences.

2) Specific course requirements for admission to the Teacher Education Secondary program:

1. Math/Sciences stream

a) Science teacher applicants

To be accepted as a science teacher candidate for biology, chemistry, physics, or physical geography in the Math/Sciences stream, applicants must meet the following course requirements in order to be prepared for both the science and math methods courses:

  • MATH 111 and MATH 112, or equivalent.
  • A minimum of 18 credits of 100/200-level course work in one of the following designated content areas: Chemistry, Physics,  Biology, or Physical Geography/Geology.
  • 30 credits of 300/400-level course work in the designated major subject area (or 18 credits for the minor).

Note: Applicants for the Physical Geography content area must hold a B.Sc. in Physical Geography.
Note: Science teacher applicants will also be completing the mathematics methods courses within the Math/Sciences stream.

b) Mathematics teacher applicants:

To be accepted as a mathematics teacher candidate in the Math/Sciences stream, applicants must meet the following course requirements in order to be prepared for both science and math methods courses:

  • MATH 111 and MATH 112, or equivalent
  • 12 additional credits in 100/200-level mathematics, (including one course in statistics)
  • 8 credits from the completion of CHEM 113 and 114, or PHYS111 and 112, or BIO 111 and 112
  • 30 credits in  300/400-level mathematics courses (a minimum of 18 credits is required for the minor)

2. Humanities Stream (English/Social Studies)

a) Social Studies teacher applicants

To be accepted as a Social Studies teacher candidate, applicants must meet the following course requirements:

For Geography students:

  • 12 credits in geography at any university level
  • 12 credits in history, which must  include 3 credits in pre-Confederation Canadian history, 3 credits in post-Confederation Canadian history, 3 credits in European history, and 3 credits in Asian history
  • 30 credits in 300/400 level geography courses (a minimum of 18 credits is required for the minor)

It is recommended that students have six credits in a social science other than history or geography, such as sociology, anthropology, or First Nations studies.

For History students:

  • 12 credits in history, which must  include 3 credits of pre-Confederation Canadian history, 3 credits of post-Confederation Canadian history, 3 credits of European history, and 3 credits of Asian history
  • 6 credits in geography (3 credits must be in Canadian geography)
  • 30 credits in 300/400 level history courses (a minimum of 18 credits is required for the minor)

It is recommended that students have six credits in a social science other than history or geography, such as sociology, anthropology, First Nations studies, or political science.

Note: Social Studies teacher applicants will also be completing the English methods courses within the Humanities stream.

b) English teacher applicants

To be accepted as an English teacher candidate, applicants must meet the following course requirements:

  • 12 credits in 100/200 level English
  • 30 credits in 300/400 level English (a minimum of 18 credits is required for the minor)
  • 3 credits in Canadian history and 3 credits in either European or Asian history
  • 3 credits in Geography

Note: English teacher applicants will also be completing the Social Studies methods courses within the Humanities stream.

3) Other requirements

a) Written assignment: Directions and details are enclosed in the TEP application package. Please note that this assignment will be written on campus. All applicants will be interviewed. Dates for both the interview and writing session will be made available by invitation. Students unable to attend these writing sessions must consult the TEP Advisor.

b) Work experience, talents, and skills: Students are required to have work experience with children/adolescents in a variety of settings. While all experience with children/adolescents is valuable, classroom volunteer work is strongly recommended. Students are encouraged to highlight additional certificates, talents and skills.

c) Reference letters: At least two, but no more than three, confidential letters of reference from professionals are required to support the application.

d) Grade Point Average: UFV will calculate the applicant’s grade point average (GPA) on the most recent two years (approximately 60 semester hours) of undergraduate course work (this may include post-degree course work). Applicants with a GPA below 2.8 on a 4.33 scale will not be considered.

e) Breadth of academic preparation: In addition to the courses required to apply for each stream, applicants are encouraged to take additional courses to enhance their preparedness for today’s classrooms. Students are encouraged to pursue course work in the following areas:

Mathematics/Sciences applicants: 6 credits in computer science or geology

Humanities applicants: 6 credits in a social science other than history or geography, such as sociology, anthropology, First Nations studies, or political science.

For those students applying with only one teachable minor in one of the four subject areas, preference may be given to students who have a second minor in another subject area widely taught in B.C. schools.

Note: All documentation submitted as part of a student’s application is confidential and will be treated as such by UFV.

Criminal record check

Under the Criminal Records Review Act, students in a professional post-secondary program with a practicum component involving work with children and/or vulnerable adults must undergo a criminal records check. This is a requirement before students can participate in any practicum placements.  Persons convicted of a criminal offense and given an absolute or conditional discharge are advised to contact the Registrar of the Teachers Regulation Branch for clarification of their status before undertaking a teacher education program. The criminal records check will be administered through the TEP office and the British Columbia Ministry of Public Safety and Solicitor General.

Recognition of previously completed education courses

TEP is a full-time cohort program, in which all students take all courses together on the same schedule. To ensure that students progress through the program at the same pace and to ensure that students receive consistent exposure to all aspects of the TEP curriculum, TEP limits transfer credit from other institutions or from other programs at UFV toward credit in the TEP program.

The following criteria are used to determine the applicability of transfer credit or other UFV credits to the Teacher Education program requirements or entrance requirements:

  • Relevance of the course, as determined by TEP faculty.
  • Suitability of the course to the program, as determined by TEP faculty.
  • The date the course was taken. Generally, courses taken more than 10 years ago will not be considered applicable to TEP entrance requirements or program requirements.
  • The content of the course. If a course has been taken within the past 10 years, but there has been significant change to the course content, the course may not be considered applicable to TEP entrance requirements or program requirements.

Once transfer credit has been evaluated, through the process administered by the UFV Office of the Registrar, applicants should contact the Teacher Education department to determine whether courses assigned UFV transfer credit may be used toward TEP entrance requirements or program requirements. When transfer credit to the TEP program is not appropriate, unassigned transfer credit may be given towards electives for other UFV programs Student should consult with their department advisor or program head.

How to apply

Applicants must submit completed applications, including documentation, by January 31 to be considered for the July admission of the same year. Applicants are eligible to apply while completing a Bachelor’s degree acceptable to TRB, provided all prerequisite courses (except EDUC 300) are completed in the Fall semester prior to starting TEP. Students accepted into the TEP program starting in July must complete EDUC 300 by April 30 of the same year. Applications received after January 31 may be considered, but only if space is available.

Admission to the TEP will be on a competitive basis. Meeting the minimal requirements does not guarantee admission.

Students can obtain a TEP application package from UFV Student Services, the Office of the Registrar, or the TEP program website (www.ufv.ca/tep).

Additional documents required for a complete application:

  1. Official transcripts (or interim transcripts) from all post-secondary institutions attended, showing grade/course achievement. To be considered official, transcripts must be sent directly to UFV from the originating institution; see the Transfer Credit section of the calendar for details. To meet application deadlines, order your transcripts early.
  2. Reference letters, a brief résumé, and a written assignment. Use the forms that are available on the TEP program website: www.ufv.ca/teachereducation. Please note that the written assignment must be completed at an on-campus writing session (see directions and details in the application package). The résumé should be submitted with the application.

    All references must be submitted on the Referee Report form provided with the application package, with a separate completed form for each reference. An additional letter can be attached to the referee form, however, this must be written on school/company letterhead, must be original, and must be signed by the referee. One reference must come from an off-campus educator who has observed the student interacting with children/adolescents in an educational setting.

    All references must be mailed directly by the referee in a sealed envelope to the UFV Office of the Registrar:

    Office of the Registrar
    attn: Teacher Education Program Admissions
    University of the Fraser Valley
    33844 King Rd. Abbotsford, B.C. V2S 7M8

    The résumé must accompany the application. The date for the writing session and interview will be made available by invitation.

Basis for admission decision

  1. An admissions committee, comprised of the TEP department head, TEP program advisor, two TEP faculty members, and a member of the TEP Curriculum Committee, will evaluate each candidate's application.
  2. Each applicant must meet all academic requirements to be eligible for admission. In addition, candidates are evaluated based on the five additional admission criteria (a-e) outlined under “Other requirements”. Each criterion will be given equivalent weight.  Candidates ranked in the top 30 applicants may be required to attend an in-person interview. A waitlist will also be compiled.
  3. Conditional acceptance may be offered if students are still completing their Bachelor’s degree and/or EDUC 300 prior to beginning the TEP in July. Proof of completion of all entrance requirements is due at the end of April.

Admission to the TEP will be on a competitive basis. Meeting minimum requirements does not guarantee admission.

Fees and additional costs

See the Fees and Other Costs section. Books and additional supplies cost approximately $150 per course. Students must have reliable modes of transportation for travel to practica sites. The criminal record check will be $20.

Program outlines

This is the suggested order and sequence of courses taken by all students within the cohort model.

Humanities Stream

Semester I (July and August)

Course Title Credits
EDUC 410 Schooling in a Diverse Society 3
EDUC 431 Designs for Learning General Language Arts 3
EDUC 432 Designs for Learning General Social Studies 3
EDUC 440 Professional Communications 1
EDUC 444 Classroom Management Strategies 1
EDUC 445 Planning and Assessment 2
EDUC 446 Information Technology in Teaching 1
EDUC 495A Applications of Reflective Practice 0.5
Total   14.5

Semester II (September to December)

Course Title Credits
EDUC 413 Adolescent Development and Special Education 3
EDUC 434A Designs for Learning Secondary History/Geography 1.5
EDUC 434B Designs for Learning Secondary Language Arts 1.5
EDUC 448 Conflict Resolution in Schools 1
EDUC 454 Mental Health and Special Learning Needs in Schools 1
EDUC 490 School Experience
6
EDUC 495B Applications of Reflective Practice 0.5
Total   14.5

Semester III (January to April)

Course Title Credits
EDUC 450 Second Language Learning in Classroom Practice 2
EDUC 452 Unit Planning, Assessment, Evaluating, and Reporting 2
EDUC 492 Integration of Knowledge and Practice 12
EDUC 495C Applications of Reflective Practice 0.5
EDUC 498 Special Topics in K-12 Education 2
Total   18.5

Semester IV (May to June)

Course Title Credits
EDUC 441 Designs for Learning Online Instruction 1
EDUC 442 Introduction to Classroom Research 1
EDUC 447 Indigenous Youth and Schooling 3
EDUC 460 Governance and Reform in Public Education 2
EDUC 495D Applications of Reflective Practice 0.5
Total   7.5
     
Total program credits 55

Math/Sciences Stream

Semester I (July and August)

Course Title Credits
EDUC 410 Schooling in a Diverse Society 3
EDUC 435 Designs for Learning Secondary Math 3
EDUC 436 Designs for Learning General Science 3
EDUC 440 Professional Communications 1
EDUC 444 Classroom Management Strategies 1
EDUC 445 Planning and Assessment 2
EDUC 446 Information Technology in Teaching 1
EDUC 495A Applications of Reflective Practice 0.5
Total   14.5

Semester II (September to December)

Course Title Credits
EDUC 413 Adolescent Development and Special Education 3
EDUC 4347A Designs for Learning Secondary Science (Biology/Earth Science) 1.5
EDUC 437B Designs for Learning Secondary Science (Chemistry/Physics) 1.5
EDUC 448 Conflict Resolution in Schools 1
EDUC 454 Mental Health and Special Learning Needs in Schools 1
EDUC 490 School Experience
6
EDUC 495B Applications of Reflective Practice 0.5
Total   14.5

Semester III (January to April)

Course Title Credits
EDUC 450 Second Language Learning in Classroom Practice 2
EDUC 452 Unit Planning, Assessment, Evaluating, and Reporting 2
EDUC 492 Integration of Knowledge and Practice 12
EDUC 495C Applications of Reflective Practice 0.5
EDUC 498 Special Topics in K-12 Education 2
Total   18.5

Semester IV (May to June)

Course Title Credits
EDUC 441 Designs for Learning Online Instruction 1
EDUC 442 Introduction to Classroom Research 1
EDUC 447 Indigenous Youth and Schooling 3
EDUC 460 Governance and Reform in Public Education 2
EDUC 495D Applications of Reflective Practice 0.5
Total   7.5
     
Total program credits 55

Program Regulations

Continuance in the program

Students must demonstrate a satisfactory level of understanding in all foundations courses, designs for learning courses, and short courses in order to receive credit. Courses are evaluated on a credit/no credit basis. Please note that details of how a student is evaluated in a course is specified in each course outline. Students must receive credit in the school experience and practica in order to complete the program. Moreover, students are expected to be guided by ethically responsible professional conduct that includes behaviour consistent with the established Standards for the Education, Competence and Professional Conduct of Educators, as outlined through the Ministry of Education's Teacher Regulation Branch.

Interruption of TEP due to extenuating circumstances

Students may apply for permission to interrupt TEP due to extenuating circumstances such as medical, personal, or financial difficulties. There is an interrupt form which must be completed by the student and reviewed by the placement coordinator. A recommendation is then made to the department head. Conditions for the student’s re-admission into TEP are specified at this time. Students who interrupt TEP will be considered to have withdrawn from the program. They must apply for re-entry into the program by the specified deadlines within two years of the interruption. Interruption is not an option once performance issues have been identified.

Withdrawal from TEP

Academic standing in the program

Students must achieve credit in all courses to maintain good standing in the program. Students who do not pass all courses in the Teacher Education Program each semester will be given a Notice of Potential Withdrawal Contract. Students who do not achieve credit in a course will be withdrawn from the program. Please see the section on course withdrawal below.

Course withdrawal

Students who withdraw from any of the TEP courses will be considered to have withdrawn from the program. See Re-application, re-admission, or re-entry below for information on completing the program.

The withdrawal of a student from TEP may be a difficult experience for all concerned. It is important that all affected parties have a thorough understanding of the withdrawal process in order to lessen discomfort and ensure transparency of the process.

Withdrawal procedures

Voluntary withdrawal by the student

If a student acknowledges his/her inability to meet the goals of the Teacher Education Program, he/she may withdraw from the program. The student is required to inform their Faculty Mentor, Teacher Mentor, and the Registrar’s office of his/her intention to withdraw. The student is required to fill out the withdrawal form and to meet with the placement coordinator. In a student-initiated withdrawal, a variety of conditions for re-entry may be identified on the withdrawal form. These conditions will reflect the student’s performance and the circumstances surrounding the student-initiated withdrawal.

Withdrawal initiated by TEP

If in the professional judgment of the Faculty Mentor, Teacher Mentor, or Coordinator, a student has not adequately demonstrated competency in meeting the goals of the Teacher Education Program, certain procedures are initiated in the following sequence:

The Contract/Notice of Potential Withdrawal

As problems in the student’s work are identified and persist, the Faculty Mentor may put the student on contract. This contract is developed in consultation with the student, Faculty Mentor, Teacher Mentor, and Coordinator, so that the requirements of the contract are clear. This contract identifies the student’s performance weaknesses and specifies the conditions the student must meet in order to demonstrate improvement. A deadline will be set to determine whether the conditions have been met. (The student will have a minimum of five working days to meet the terms of the contract.) When the student has demonstrated that he/she has met the conditions by the deadline, he/she must demonstrate that the improvements are sustained during the remainder of the practicum. Failure to meet or sustain the conditions of the contract will result in immediate withdrawal.

Withdrawal

At the time of a student’s withdrawal, a withdrawal form is completed and signed by the student, the Faculty Mentor, the Teacher Mentor, and the Coordinator. The withdrawal form lists the reasons for the withdrawal and specifies the conditions that the student must meet before he/she can apply for re-entry and re-admission. These conditions for re-entry should identify the student’s performance issues clearly, and should allow for the presentation of observable data at the time of re-entry, both in an interview and in the student’s portfolio.

Note: Students who withdraw or who are withdrawn from a course in the first semester must re-apply to TEP. Students who withdraw from any of the TEP courses will be withdrawn from the program. (See Re-entry and Re-admission to TEP for information on subsequent attempts to complete the program.)

Immediate withdrawals

For situations that are considered very serious, a student may be immediately removed from the classroom. Examples include instances when  physical, emotional, intellectual, and social safety of children may be at risk or when the principal at the sponsoring school refuses to allow the student to continue. In this case, the Placement Coordinator will remove the student from the program immediately without following the usual steps in the withdrawal process. The process is outlined in the TEP Handbook.

Re-application, re-admission, or re-entry

There are three ways to re-join TEP. The specific options available relate to the length of time spent in the program before withdrawing or being asked to withdraw: re-application, re-admission, or re-entry.

Re-application to TEP

Students who withdraw or are withdrawn from EDUC 490, or any first semester course, are required to repeat the first semester and must re-apply for admission to TEP. Admission is competitive and the student must be successful in the application to be re-admitted. A previous admission does not imply any guarantee for re-admission; the application is subject to the same criteria for admission as are those from all other candidates. An interview with the admissions committee may be required.

Re-admission to TEP

Students who withdraw or are withdrawn from second semester courses (except EDUC 490), or third semester courses (except EDUC 492) may apply for re-admission to TEP. They must show evidence of meeting the terms of the withdrawal contract. An interview with the admissions committee may be required.

Re-entry to TEP

Students who do not meet the objectives of EDUC 492 may be put on a probationary contract. If the student withdraws or is withdrawn from EDUC 492, the student can apply for re-entry into the program. There are specific written requirements for re-entry as stated on the withdrawal form, which can be obtained from the TEP Coordinator.

A student who re-enters TEP is required to repeat the semester in which the withdrawal occurred. Students who have withdrawn from EDUC 492 must be successful in their application to be re-admitted within 2 years after interrupting or withdrawing from TEP. Deadline for re-entry is October 15 and part of the application to re-enter is a submission of supporting data which demonstrates that all re-entry conditions have been met.

Only students who withdraw from EDUC 492 and apply by the deadline will be considered for re-entry into TEP.

Requirements for Re-Entry to TEP may include one or more of the following:

a) The student may need to show documentation of new observation and/or volunteer experience working in educational/instructional contexts.

b) The student may need to show completion of required coursework.

c) The student may be required to complete specific tasks involving reading, writing, reflection, planning, and/or instruction.

d) The student must apply for re-entry within two years of interrupting or withdrawing from TEP and must demonstrate that professional/personal development relevant to the circumstances of withdrawal has been undertaken.

e) The student may be required to have an interview with the Admissions Committee.

A student who re-enters TEP is required to repeat the semester in which the withdrawal occurred. Students who withdraw or are withdrawn from the program for the second time will not be considered for re-entry to the program.

Note: Although every effort is made to accommodate students who wish to re-enter the program in the semester of their choice, this cannot be guaranteed. Factors such as space availability for re-admitted students, as well as the total number of applicants in any given semester, inevitably influence the possibility of re-admission, even for candidates who are otherwise qualified.

Residency

This is a full-time program in which all students take all of the courses. Thus, transfer of courses from other institutions or earlier studies will not be considered.

Auditing courses

Students will not be permitted to audit courses.

Graduation

Upon successful completion of all program requirements, students are recommended to the B.C. Teacher Regulation Branch for professional certification.

Course listings

For complete details on courses see the course descriptions section.