Welcome to the Teacher Education department (TED) at UFV! An exciting year lies ahead of you – one in which we hope you will find many rewards. As a teacher candidate (TC) in the Bachelor of Education (BEd) program at UFV, you will be joining a learning community that prides itself on being inclusive, student-focused and forward-thinking. Our program is designed to foster teacher agency to address the changing landscape of 21st century education by providing you with unique and innovative learning opportunities that will nurture your growth as a socially just, pedagogically sensitive, critically-minded and reflective educator.
The BEd program begins each year with foundational activities and events to help teacher candidates orient themselves to the program and to each other (Orienting to TED). This helps build the learning community of all teacher candidates enrolled in the elementary/middle school option and the secondary school option. An overview of the whole year is provided during these orienting days, and many details can be found in the BEd Handbook, which is published each year for each individual cohort. A pdf version of this handbook can be found under "quick links" on the department website or it can be purchased in hard copy from the UFV bookstore. The Teacher Eduation department expects that every teacher candidate becomes familiar with the BEd Handbook as it contains detailed information on program expectation and policies, semester and course information.
Semester 1: Building a Community (August 21, 2017 to December 22, 2017)
Semester 2: Becoming a Teacher (January 8, 2018 to May 18, 2018)
Semester 3: Shaping the Profession (May 21, 2018 to June TBD)
A departmental schedule of all courses is available on a semester-by-semester basis through the Google Calendar on the Teacher Education department website.
EDUC 410 – Orienting to Schools (September)
As a component of EDUC 410 (Schooling in a Diverse Society), the TC will participate in Orienting to Schools, a three day learning experience in a school setting that culminates in the development of a community ethnography presentation. In groupings of four, the TC will be assigned to a school (not the TC’s practicum school) to learn about the ‘place’ of school in communities and gain appreciation for the diversity and complexity of school cultures.
EDUC 490 – School Experience: Practicum 1 (October 23 to November 24, 2017)
The TC participates in the School Experience (EDUC 490), usually from mid-October to mid-November. As every TC has had different background experiences, each TC will demonstrate their own level of readiness to assume responsibility for teaching groups of students and teaching whole-class lessons in their own time.
By Week 5 of the School Experience TCs will:
- demonstrate readiness to take over the classroom (or classes) for two full days (utilizing the TM’s planning);
- prepare, teach and assess three connected lessons that they have developed themselves;
- Complete 3 written reflections for submission to the FM (one reflection related to Particulars of Practice discussion during week 3); and
- Complete the Final Report which incorporates feedback from FM and TM.
EDUC 492 – Integration of Knowledge and Practice: Certifying Practicum (February 19 to May 18, 2018)
In the late winter/early spring, the TC participates in the certifying practicum, EDUC 492 (Long Practicum), which is 12 weeks in length. As every TC has had different background experiences, each TC will demonstrate readiness to phase into immersion teaching in their own time.
During EDUC 492, the TC is required to complete six written reflections for submission to the FM, two of which are related to the Particulars of Practice (POP) conversations which take place during phase-in and phase-out.
- TC connects or reconnects with school, classroom and students
- TC observes TM, co-teaches, and gradually assumes teaching responsibilities of immersion
- TC finalizes unit plans with approval of TMs and FM before they can begin teaching
- TC needs to demonstrate that they are “certification ready” in all 14 of the Program Goals;
- TC teaches 80% of a full-time teaching load for a minimum of 6 weeks of the 12 week practicum (as per the BC Teacher Regulation Branch guidelines);
- TMs complete at least two formal observations per week;
- FMs complete at least one formal observation per week;
- TC completes a Midterm usually at the mid-point of the practicum – TM & FM provide feedback and sign off on revised Midterm;
- TM(s), FM and TC each independently write a Final Report regarding the TC’s progress.
Please note, the FM and TM(s) negotiate the workload for the TC. Workload schedules vary depending upon the situation/progress of the individual TC.
The TC is responsible for preparing the Midterm for EDUC 492 (usually due at the end of Week 5) in which the TC assesses their progress in each of the 14 Program Goals in terms of “starting,” “progressing,” or “certification ready.” The TM and FM provide feedback regarding the TC’s draft Midterm and sign off on the revised document.
Phase-out and Final Report
During phase-out, the TMs gradually assume full responsibility for the classroom. Depending on the circumstances, the TC may have the opportunity to observe or assist in other classrooms, experience an alternate placement at a different school or grade level/subject, or participate in an alternate national or international experience sanctioned by the TED. Some TCs may be required to extend their full immersion to the end of EDUC 492.
The TC, TM and FM each prepare a written Final Report evaluating if the TC is “certification ready” in all 14 Program Goals. The documents are signed off by all parties at a final face-to-face conference.
Please note that further details are available in the BEd Handbook. There are several orientations for both Teacher Mentors, Teacher Candidates with their Faculty Mentors, to ensure that everyone has sufficient information and all questions are answered.
Additional Field Experiences
Please note that as part of a professional program, teacher candidates are expected to participate in field trips to local schools, community education centres, and cultural education centres within Metro Vancouver. The learning experiences are integral to the courses within the BEd and the program as a whole. Field trips will involve travel by motor vehicle to and from UFV and may involve a certain degree of risk.