ubc teacher education program viewbook 2013/14

2013/14UBCTEACHEREDUCATIONPROGRAM

The University of British Columbia’s Faculty of Education offers BC’s largest and most

comprehensive teacher preparation program, the only one that includes all teaching

specializations for secondary education, along with elementary and middle years options.

In addition, the Faculty offers an extensive graduate program, professional development options for teachers and BC’s longest running teacher education program for those of Aboriginal heritage (NITEP).

We are committed to preparing teachers for their responsibilities as educators in both local and global contexts. When you receive a Bachelor of Education (BEd) from UBC, a whole world of opportunity becomes available to you in classroom contexts and beyond.

Completing our 12-month program leads to a Bachelor of Education (BEd) degree and recommendation for teacher certification by the Ministry of Education Teacher Regulation Branch (TRB).

You will be qualified to apply for certification to teach in the province of British Columbia. You can also apply for certification in other provinces and countries—

each province and country has its own certification requirements.

To be eligible for the BEd degree, individuals must have completed a four-year Bachelor’s degree or equivalent, including relevant academic preparation.

Applicants must also have volunteer or work experience in a group setting with children or youth, preferably at the age level you wish to teach.

2 | UBC TEACHER EDUCATION

THE UBC BACHELOR OF EDUCATION (BEd) PROGRAM

Thematic Strands in the UBC Bachelor of Education Program

teach.educ.ubc.ca | 3

Become a certified teacher at UBC — in 12 months!

• ELEMENTARY (Kindergarten to Grade 7)

• MIDDLE YEARS (Grades 6 to 9)

• SECONDARY (Grades 8 to 12)

• SECONDARY DUAL DEGREE (BSc/BEd)

• NITEP (The Indigenous Teacher Education Option)

• WKTEP (West Kootenay Teacher Education Program)

We offer teaching options for all grades from Kindergarten to Grade 12:PROGRAM OPTIONS

IMAGINEINQUIREINSPIRE

http://teach.educ.ubc.ca

INQUIREWhen you were a child, did you ask questions about everything? Do you still?

Inquisitive people make great teachers.

At a research-intensive university like UBC, INQUIRY is considered a hallmark of teacher education and professional development.

UBC’s teacher candidates are inspired and supported to inquire systematically into their own practices.

“I think it’s important. We should be always questioning our practices and asking why we are doing things a certain way. What is the purpose of education? That is a really good question I’m struggling with still.”

— Katrina 2012/13 Teacher Candidate (Secondary, English cohort)

STUDENT PERSPECTIVE


Learning is continual and transformative; it takes place in a variety of contexts and through different means as both an individual and collective activity.

“The type of teaching that I want to do is to cultivate and foster students to challenge themselves … And I think that’s what inquiry really is about for us too. We’re trying to figure out what is the best way to teach.

In finding my own voice, doing my own research, I have to find a way to make it work. In the end, that’s going to give me the confidence to go into the future and start incorporating my own philosophies and theories to bring out the best in students.”

— Troy 2012/13 Teacher Candidate (Secondary Drama cohort)

STUDENT PERSPECTIVE




IMAGINEAre you a creative thinker?

Teachers spark imagination.

UBC teacher education graduates can be found teaching in schools and other educational settings throughout BC and Canada, as well as around the world.

UBC-educated teachers, and administrators, are leaders in school change and curriculum innovation.

Our alumni can be found teaching all over the world, in places such as the US, Great Britain, Japan, China, Australia, to name a few countries.


INSPIREAre you someone who leads change?

Teachers inspire students in and beyond the classroom.

The Faculty of Education at UBC seeks life-long learners dedicated to personal growth and professional development. Teacher candidates are expected to be effective communicators, engaged learners, and caring practitioners.

We are committed to admitting qualified candidates who reflect the ethnic, linguistic, cultural, and social diversity of British Columbia and beyond.

Applications are welcomed from persons of Aboriginal ancestry, visible minorities, and persons with disabilities.




24,238 (72%)

9,252 (28%)

Number of male & female teachers teaching in BC public schools

Gender

BC Public Schools 549,836

BC Independent Schools 70,444

FTE Student Enrolment

1,019

347

5

8014

102

37

Elementary

Elementary Junior Secondary

Elementary Secondary

Junior Secondary

Middle

Secondary

Senior Secondary

Number of BC public schools: 1,604

Number of BC independent schools: 347

Full-time equivalent (FTE) teachers teaching in BC public schools: 30,407

Over the next 10 years, Kindergarten enrolment is projected to increase by 5,739 students.

Stats from BCTF Edfacts 2011/12


BCTF EdFacts

QUICK FACTS ABOUT THE PROFESSION AND PROGRAM

http://bctf.ca/uploadedFiles/Public/Publications/2012EdFacts.pdf

26 years oldThe average age

of applicants

Not very useful

Somewhat useful

Very useful

10%

47%42%

*2010 Survey of 2009 Baccalaureate Graduates, Research Universities’ Council of BC

2 years post-graduation, average of 2007/08 grads*

Usefulness of knowledge, skills and abilities acquired in the UBC BEd program

Secondary

Middle Years

Elementary

LEGEND

Number of people who wereadmitted to the program (Avg.)

Admitted to BEd program

283

22

327

Number of people whoapplied to the program (Avg.)

474

39

422

Applicants to BEd program

Photo: Morten Rand-Hendriksen


BEd Program Admissions Stats

QUICK FACTS ABOUT THE PROFESSION AND PROGRAM


http://www.flickr.com/photos/mor10/


This option prepares generalist teachers for kindergarten to grade 7.

Teacher candidates enrolled in this option will teach all subject areas in the elementary curriculum, including Core French in grades 5 to 7.

THE ELEMENTARY OPTIONTeacher candidates enrolled in this option will teach all subject areas in the elementary curriculum (Kindergarten to Grade 7), including Core French in Grades 5 to 7.

THE ELEMENTARY OPTION


Cohorts Teacher candidates in the elementary option select learning groups called “cohorts” organized by a particular theme or approach. Cohort members take courses together and are assigned practicum placements in partner schools in given geographic areas (school districts).

In each elementary program cohort, teacher candidates learn how to teach all subjects (Kindergarten to Grade 7).

1. Arts-Based Cohort (ABC)

2. Community of Inquiry in Teacher Education (CITE)

3. International Baccalaureate (IB)

4. Kindergarten — Primary Program (KIPP)

5. Personalized Learning & Technology (PL-Tech)

6. Social and Emotional Learning (SEL)

7. Teaching English Language Learners through Problem-Based Learning (TELL/PBL)

8. French Elementary Specialists — Core French/French Immersion

9. French Language and Global Study (FLAGS) — Core French Generalists

ELEMENTARY COHORT OPTIONS:




While becoming qualified to teach all elementary grades, K to 7, the focus of ABC, Arts-Based Cohort, is on inquiring into education through the practices of teachers and artists. Instructional leaders in the cohort include specialists in music, art and drama.

A background in visual or performing arts is not necessary, but a passion for the arts is an asset. Teacher candidates will be encouraged to develop their own philosophy of teaching in an atmosphere enriched through exposure to arts-based instruction.

Practicum placements are in Vancouver and Burnaby schools.

The CITE team is committed to principles of both community and inquiry and to the open communication required for them to flourish. CITE is based on core commitments about education in general and teacher education, in particular. Special features of CITE include instruction in technological tools and communication applications for classrooms.

Teacher candidates are expected to participate actively in the CITE community and to take responsibility for all aspects of their own learning, including meeting regularly in small inquiry groups to explore issues of teaching and learning.

Practicum placements are in Richmond schools.


Arts-Based Cohort (ABC) Community of Inquiry in Teacher Education (CITE)

IB Primary Years Programme students, North Vancouver

IB Primary Years Programme students, North Vancouver

Teaching is a moral enterprise, and learning to teach is a matter of developing dispositions as well as gaining content and pedagogical knowledge.

Teacher candidates selecting this cohort have an interest in an international education that is concept-based, inquiry-driven and student-centred. Guided by key concepts and transdisciplinary themes, teachers create enriching, hands-on learning opportunities that promote discovery, exploration and thinking about real-world issues.

This elementary cohort focuses on the IB Primary Years Programme in Grades 1 to 7.

Practicum placements for the elementary IB cohort are in authorized IB World Schools in Vancouver, North Vancouver and West Vancouver.


International Baccalaureate (IB)



Photo: Geoffrey Kehring

Teacher candidates in the PL-Tech cohort are interested in elements of 21st century learning such as a continuum approach to curriculum implementation and student progress, flexible learning structures, and the use of technological tools in facilitating teaching, learning, assessment and communication.

There is a focus on learning about and incorporating these innovative elements into teacher candidates’ practice as learners as well as developing teachers.

Practicum placements are in Surrey and Langley schools.

While becoming qualified to teach all elementary grades, K to 7, teacher candidates in the Kindergarten – Primary Program Cohort develop expertise in meeting the needs of learners in Kindergarten through Grade 3 (ages 4 to 9 years).

Cohort instructors highlight issues in Kindergarten–Primary education course work, and teacher candidates become aware of current research regarding developmentally-appropriate practices in supporting young childrens’ learning.

Practicum placements are in Vancouver, North Vancouver, and West Vancouver schools.

Kindergarten–Primary Program (KIPP)

A learning community is one in which members are committed to ongoing inquiry, critical reflection, and constructive engagement with others.


Personalized Learning and Technology (PL-Tech)

http://www.flickr.com/photos/looking_and_learning/5614833729/

Teacher candidates experience the regular Teacher Education program with a special emphasis on Social and Emotional Learning (SEL). Research demonstrates the significant role of social and emotional learning in promoting the healthy development and academic achievement of all students.

SEL emphasizes active learning approaches and a teaching practice that foster positive attitudes, behaviours and thinking processes in students.

Practicum placements are in Langley, Surrey and Delta schools.

Members of the TELL/PBL cohort prepare to work effectively with elementary-age learners for whom English is an additional language using an innovative educational strategy that weaves problem–solving and critical thinking into content knowledge through the use of real world problems and situations. UBC instructors use case study methods to expertly guide teacher candidates to develop inquiries into pedagogy, curriculum, learning, and the profession of teaching.

Additional emphases include ways to use multilingual, multimodal, and multicultural ways of meaning-making that learners bring to the classroom; working as a school resource for English language learners; teacher collaboration; and advocacy work for this population.

Practicum placements are in Vancouver and Richmond schools.

Teaching English Language Learners Through Problem-Based Learning (TELL/PBL)


Social and Emotional Learning (SEL)



This cohort is designed for teacher candidates who speak and write French and wish to specialize in teaching French Immersion or Core French at the elementary level. Most courses are delivered and assignments are completed in French. This allows teacher candidates to continue to develop their proficiency while in the program.

All Grades 5 to 8 teachers in British Columbia are required to teach Core French; whereas, French Immersion is a program of choice. French Immersion teachers are in high demand in British Columbia school districts.

Admission into the cohort requires successful completion of the French Language Appraisal (FLA) or Diplôme d’études en langue française (DELF).

Practicum placements are in Surrey, Delta, Richmond, Vancouver, North Vancouver and West Vancouver schools.

French Elementary Specialists — Core French/French Immersion


French Language and Global Study (FLAGS) — Core French Generalists

This cohort is designed for teacher candidates who have an interest in learning to teach French as a second/additional language (FSL). Teacher candidates are able to communicate with at least a rudimentary level of French and are interested in developing their language proficiency as well as methodological skills to teach the language.

FLAGS course work is conducted mainly in English but includes an FSL methodology course and conversation course conducted in French.

Practicum placements are in Surrey, Delta, Richmond, Vancouver, North Vancouver and West Vancouver schools.

Francophone Schools: Teach subject content in French within the

Conseil Scolaire Francophone.

Intensive French: Teach French in an intensive immersion-like

semester in Grade 6.

Core French: Teach French as a subject among general subjects in the regular English program.

French Immersion: Teach subject content in French.

IN ELEMENTARY SCHOOLS

LEARN TO TEACH FRENCH




This option emphasizes teaching students in Grades 6 to 9 (ages 10 to 14 years).

Teacher candidates who complete the Middle Years BEd program option have the benefit of being prepared for teaching elementary (Kindergarten to Grade 7), as well as for a secondary specialization.

THE MIDDLE YEARS OPTION



The middle years school setting celebrates adolescents’ talents and supports their learning during important transitional years. This context enables students to gradually prepare for the demands of the secondary school while recognizing their unique developmental needs.

Teacher candidates also learn how to promote self-regulated learning by involving students in making choices, controlling challenge, evaluating learning, and collaborating with peers. The SRL model occurs in the context of professional workshops, practicum placements, and the inquiry seminars. Teacher candidates are also encouraged to make connections to SRL in their curriculum courses.

Middle Years practicum placements are in Coquitlam schools.

Self-Regulated Learning (SRL) in the Middle Years

1. English

2. Physical Education

3. Social Studies or

4. Science

Middle Years teacher candidates prepare in both the elementary curriculum and a

subject teaching specialization:



The Explorations program is another unique aspect of middle schools. Explorations are different from elective courses in secondary school because all students take all of the Explorations subjects throughout the year.

For part of every day, students attend explorations classes taught by teachers with specialized training in subject areas such as: art, drama, physical education, music, home economics, and technology education. As a middle school teacher, you have the opportunity to teach in one of the Explorations subjects.

Explorations

Middle schools are usually organized into teams of three to five classes of students. Each teacher belongs to a teaching team responsible for planning and supporting the entire program for the team’s 90–150 students. It is like a “school within a school”.

As the year progresses, you get to know and work with all the students on your team, including the students in your homeroom class. Through collaboration with other teachers in weekly meetings, the team draws on the individual strengths and backgrounds of its teachers to plan and deliver a exciting educational program for the students that includes the core curriculum, advisory, explorations, and exciting team activities.

Teaching Teams in Middle Schools


C O L L A B O

R A T I O N !

• adaptive learners

• aware of their strengths and weaknesses

• motivated to do the best they can

• able to apply effective learning and problem-solving strategies to successfully complete challenging tasks and activities

Teacher candidates are paired with mentors who are committed to helping students to be:

Teamwork and collaboration are emphasized.




This option prepares students to teach one or two subject specializations in all grades (8 to 12) in secondary schools.

THE SECONDARY OPTION


Teacher candidates in the secondary program option are grouped according to their subject specialization (e.g., Math, English, Physical Education).

Secondary teacher candidates are assigned their practicum placement according to one of their first two choices of geographic area.

Admission is based on subject/discipline specialization during one’s undergraduate degree. During the BEd program, teacher candidates are introduced to adolescent development and prepared methodologically to teach their areas of specialization (major, concentration).


Subject Specializations



TheatreTechnologyEducation

PhysicalEducation

MusicMathematicsHomeEconomicsFrench

English as a Second Language

EnglishComputerScience

Culinary Arts

BusinessEducationArt


Which subject(s) do you want to teach?UBC has the most comprehensive list of secondary specializations offered in a teacher education program in Western Canada.

SpanishRussianPunjabiKoreanJapaneseItalianGermanChinese

MODERN LANGUAGES EDUCATION

PhysicsEarth ScienceChemistryBiological

Sciences

SCIENCE EDUCATION

Social Science

HistoryGeography

SOCIAL STUDIES EDUCATION




IB Middle Years Programme, North Vancouver

When enrolled in the Secondary French Specialist option, most of the classes are taught in French; as well, practica occur in French Immersion, in regular schools offering Core French, or in Francophone schools.

Teacher candidates selecting the IB option have an interest in an international education that is concept-based, inquiry-driven and student-centred. Guided by key concepts and transdisciplinary themes, teachers create enriching, hands-on learning opportunities that promote

discovery, exploration and thinking about real-world issues.

Practicum placements for the secondary IB option will be in authorized IB World schools in all Lower Mainland school districts (as is the case for other secondary placements).

Learning content in French allows teacher candidates to continue to develop their French proficiency during the year. Teacher candidates may combine French with another teaching subject concentration (e.g., Spanish or Biology).


French Specialization

International Baccalaureate (IB) Option

If you are enrolled in the Bachelor of Science program, you can pursue a dual degree in Science (BSc — Math and Physics or Food, Nutrition and Health) and Education (BEd), which may lead to teaching secondary courses in Mathematics, Physics, or Home Economics (Grades 8 to 12).

This concurrent program with the Faculty of Science and the Faculty of Land and Food Systems offers capable students the opportunity to earn a Bachelor of Science degree (BSc Major) and a Bachelor of Education degree (BEd) in secondary education in five years.

The program is currently open only to students pursuing a major in Mathematics, Physics, or Food, Nutrition and Health.

After completing all the requirements, students are normally eligible for a British Columbia Professional Teaching Certificate.

Students must satisfy all of the degree and program requirements for Mathematics, Physics, or Food, Nutrition and Health in the Science degree and in the Education degree.

Admission acceptance into the program will be determined based on a review of both the applicant’s transcript and a statement of academic purpose. Entry into and continuation of a dual degree program requires that the student remain in good academic standing.

Dual degrees are not open to students with a previous degree.

Dual Degree (BSc/BEd) BACHELOR OF SCIENCE AND BACHELOR OF EDUCATION




NITEP is the teacher education option designed for Aboriginal students who are interested in teaching elementary and secondary years.

NITEP — THE INDIGENOUS TEACHER EDUCATION OPTION


The Longhouse at UBC, Point Grey campus

For almost 40 years, NITEP at the

University of British Columbia has delivered a

teacher education program in an environment

that honours diverse Aboriginal traditions

and philosophies.

Graduates of the BEd program (Elementary or Secondary) are prepared to be effective educators for public, band-operated and independent schools.

The First Nations Education Council, which developed and advises the program, is made up of Aboriginal educators, UBC Faculty, coordinator representatives, a BCTF representative, and NITEP student representatives.

NITEP HISTORY

NITEP began as an

elementary teacher

education program

in September of 1974

in response to needs

expressed by Aboriginal

people throughout BC

for a more effective

and relevant teacher

education program.

In September 2004,

a secondary option for

those who want

to teach Grades 8 to 12

was established.




A s a contemporary program with traditional values, NITEP truly

exemplifies how culture can be integrated within a mainstream post-

secondary institution.

In addition to the Urban Centre on the UBC Vancouver campus, NITEP is also offered at field centres in Bella Bella, Duncan, and Kamloops. These centres allow students to maintain their connection to home and community while pursuing their education. Our Coordinators teach in the program and assist students with course planning, advising, and arranging for tutors. The cohort structure of NITEP allows

students to bond and become a family as they experience the program together. Students have likened their experience to a canoe journey; the more they pull together the easier it becomes.

NITEP students and graduates are role models and agents of change and empowerment. Over the past 37 years more than 360 individuals have graduated and gone on to successful careers

as teachers, administrators, provincial and federal government employees, and other highly valued positions in Aboriginal education. Many have continued their studies and have received Masters and Doctorate degrees.

With the launch of the revised 12-month program, the opportunity to earn a UBC Bachelor of Education degree in less time means that graduates can join the workforce sooner, while receiving the same salary as students who completed the previous program.


To obtain an application or for additional information about the program, please visit the NITEP website at teach.educ.ubc.ca/bachelor/nitep.

Email: [email protected]

Facebook: facebook.com/NITEP.UBC

The intention of the program is to build

upon and strengthen the cultural heritage

and identity of the professionals in

training. Using these strengths as a base, students develop the skills and academic

knowledge expected of beginning educators.



http://teach.educ.ubc.ca/bachelor/nitep

http://teach.educ.ubc.ca/bachelor/nitep

mailto:nitep.educ%40ubc.ca?subject=

http://facebook.com/NITEP.UBC

http://facebook.com/NITEP.UBC


WKTEP is the rural education option (Elementary and Secondary) located in Castlegar, BC.

WKTEP — WEST KOOTENAY TEACHER EDUCATION PROGRAM


The West Kootenay Teacher Education Program provides teacher candidates with the opportunity to develop the professional qualities and effective practices for teaching in today’s complex learning environments with a strong focus on community, collaboration, and innovation.

We offer the full complement of UBC’s BEd coursework, field experiences and practica, with both a 2-week and a 10-week

WKTEP has a strong focus on rural and small school settings, recognizing that they offer

exciting educational opportunities for teachers. There is also an emphasis on place-based

learning with strong ties to local communities and school districts.

practicum hosted by the 4 local area school districts, as well as a 3-week community-based field experience in non-formal settings.

Elementary and secondary teacher candidates are together for some courses in both on-campus and in-school settings, and experienced tutors mentor secondary teacher candidates in selected specializations.

A responsive teacher education program is attentive to all the communities it serves.




Photo: Brian Uhreen

Join WKTEP and become part of a vibrant rural community rooted in a distinctive blend of cultures and situated within a picturesque

mountain landscape.



http://www.flickr.com/people/snype451/


PRACTICUMThe practicum includes a full-day course starting in September (the Pre-Practicum Experience), followed by a two-week school placement, which usually becomes the setting for the 10-week Extended Practicum.


Elementary teacher candidates are assigned to a particular geographic area associated with their selected cohort.

Middle Years teacher candidates are placed in Coquitlam schools.

Every effort is made to place secondary teacher candidates in one of their two requested school districts. However, requests are dependent on several variables, including timetable and teaching subject. Be prepared to accept the placement deemed appropriate for you by the secondary practicum coordinator.

The teaching practicum is an exciting part of the Bachelor of Education program because

it is the time when teacher candidates put theory into practice alongside an experienced

teacher. Initially, emphasis is placed on gradual orientation to the school setting. After this

acclimatization period, the focus shifts to meeting the challenges of an increased teaching load

and added responsibilities.

“The most valuable tool I developed during my practicum was creating a cooperative learning environment, in which all members of the classroom community were encouraged to listen attentively, provide their peers with appreciation and mutual respect.”

— Melanie, Secondary BEd program graduate and Dr. Maxwell Cameron Award winner

STUDENT PERSPECTIVE


School-Based Practicum



Following successful completion of a school-based extended practicum, all teacher candidates in the BEd program participate in a three-week Community-Based Field Experience.

COMMUNITY-BASED FIELD EXPERIENCE


I n most cases, the community-based field experience occurs outside of schools in placements

hosted by community partners. Research informs us that such “non-formal” educational

involvement helps teachers develop a broader, more holistic view of education. Some field

experiences take place in a school context that is very different from the extended practicum

site, and others take place in locations across the province, country and internationally.

By taking part in the CFE, teacher candidates expand their concept of potential learning sites and how they might get involved, either as a career option or as a classroom teacher with an understanding of educational community connections.

During the initial registration process, teacher candidates indicate their preference for a community-based field experience placement by theme or geographic region.


Community-Based Field Experience (CFE)



Vancouver A

rt Galle

ry | Burn

aby Art

Gallery | R

ichmond Art

Gallery

Stage Door T

heatre Tro

upe | Bill

Reid Centre fo

r North

west Coast

Art

Vancouver B

ienalle | S

urrey A

rt Galle

ry | Alte

rnativ

e Creations S

tudio

ARTSBe th

e Change Earth A

lliance | D

owntown Eastside N

eighbourhood H

ouse

Environmental Y

outh Allia

nce | Kids U

p Front |

YMCA Kids C

lubs

KidSafe Project | Unite

d Way | V

ancouver P

olice D

epartment

COMMUNITY

Artstarts

| Alte

rnativ

e Creations S

tudio | Bard on th

e Beach

Delta M

useum &

Archive

s | Im

migrant Services S

ociety

Nikkei N

ational M

useum &

Cultural C

entre | V

ancouver B

iennale

CULTURE

CISVA (Catholic

Schools)

King David H

igh School

Catholic In

dependent Schools

FAITH-B

ASED

Fisherie

s and O

ceans Canada | G

ulf of G

eorgia Cannery | Think &

Eat Green

Canuck Place | C

anucks Autis

m Center | UBC Fa

rm | S

tream to

Sea (DFO)

Fraser R

iver D

iscove

ry Centre | R

ichmond Secondary School – G

arden

FOOD, NUTRIT

ION & H

EALTH

Rural Optio

ns | O

ut of P

rovince Optio

ns

Internatio

nal Optio

ns | French Im

mersion O

ptions

Elementary Optio

ns (for S

econdary TC’s)

FRENCHIndependent S

chools Ass

ociation of B

C

Montess

ori Training Centre

of BC

Sylvan Learning Centre

s | W

est Point G

rey Academy

INDEPENDENT SCHOOLS

Vancouver C

oastal H

ealth A

boriginal S

trategic

Initiativ

es

Bill Reid Centre

for N

orthwest

Coast Art

Aboriginal In

itiativ

es, Centre

for T

eaching, Learn

ing & Technology

INDIG

ENOUS EDUCATION


FIELD EXPERIENCE THEMES — and a shortlist of our community partners. To see the complete list, please visit the community-based field experience website.

http://enhanced.educ.ubc.ca

CISVA (Catholic

Schools)

King David H

igh School

Catholic In

dependent Schools

Fisherie

s and O

ceans Canada | G

ulf of G

eorgia Cannery | Think &

Eat Green

Canuck Place | C

anucks Autis

m Center | UBC Fa

rm | S

tream to

Sea (DFO)

Fraser R

iver D

iscove

ry Centre | R

ichmond Secondary School – G

arden

Rural Optio

ns | O

ut of P

rovince Optio

ns

Internatio

nal Optio

ns | French Im

mersion O

ptions

Elementary Optio

ns (for S

econdary TC’s)

Independent Schools

Associatio

n of BC

Montess

ori Training Centre

of BC

Sylvan Learning Centre

s | W

est Point G

rey Academy

INDEPENDENT SCHOOLS

Vancouver C

oastal H

ealth A

boriginal S

trategic

Initiativ

es

Bill Reid Centre

for N

orthwest

Coast Art

Aboriginal In

itiativ

es, Centre

for T

eaching, Learn

ing & Technology

INDIG

ENOUS EDUCATION

Previous intern

ational p

lacements include A

ustralia

, England,

Hong Kong, Swazil

and, Germ

any, France, a

nd South Korea

INTERNATIO

NAL

Science World

at Telus W

orld of S

cience | Beaty Biodive

rsity M

useum

HR MacM

illan Space Centre

| Muse

um of Anthro

pology

Dr. Sun Yat S

en Chinese G

arden | V

ancouver A

quarium

MUSEUM EDUCATION

BC Sports H

all of F

ame | New W

estminste

r Parks,

Culture and Recreatio

n

North Vancouve

r School D

istric

t Outdoor S

chool | Sea to

Sky Outdoor S

chool

Lynn Canyon Ecology Centre

| Outw

ard Bound | Kootenay N

ational P

ark

RECREATION & O

UTDOOR EDUCATION

O.U.R. E

covillage | S

unshine Coast

Muse

um & A

rchives

Previous rural p

lacements include H

aida Gwaii,

Cariboo-C

hilcotin

, Prin

ce Rupert, and Kamloops.

RURAL EDUCATION

Byrne Creek S

econdary, Burn

aby | Eagle H

igh Alte

rnate (V

SB)

Community-Schools

Partnersh

ip, Surre

y | ESL S

ervices (VSB )

Coquitlam School D

istric

t #43 | T

ake a H

ike Program

PUBLIC SCHOOLS

Ocean Netw

orks Canada

Stanley Park Ecology Society

Habitat C

onservatio

n Trust

Foundation

SUSTAINABILIT

Y


FIELD EXPERIENCE THEMES — and a shortlist of our community partners. To see the complete list, please visit the community-based field experience website.



http://enhanced.educ.ubc.ca

For the community-based field experience, teacher candidates may apply for a limited number of practical educational experiences outside of Canada. In most cases, these opportunities necessitate extra costs, which are the responsibility of the successful applicants.

Participation in an international teaching and learning opportunity requires the demonstration of a high level of success in the Bachelor of Education program courses and practica prior to the international experience.

Some of our international partners: Australia, Swaziland, France, England, South Korea, Germany, and Hong Kong.

Teacher candidates also have the option to apply for a community-based field experience in rural communities.

Some of our rural education partners: Haida Gwaii, Cariboo-Chilcotin, Prince Rupert, and Kamloops.

“My rural [CFE] was a terrific experience for many different reasons. One reason is that it gave me the ability to compare and contrast two different educational systems. It wasn’t that one school or district was better than another, but rather, that the new and foreign experience allowed me to reflect on education in much more complex and useful ways. Overall, I would definitely recommend a rural [CFE] to anyone who is independent and able to connect with all types of people. My rural experience was awesome!”

-Zac (Secondary BEd grad) on the rural field experience

STUDENT PERSPECTIVE


RURAL FIELD EXPERIENCE

INTERNATIONAL FIELD EXPERIENCE

The community-based field experience is intended to qualify as “non-formal” education. That is, its purpose is to provide teacher candidates with opportunities to participate in educational circumstances that differ from the conventional “formal” classroom.

These experiences will vary greatly according to the community partners, but in every case, the field experience is intended to challenge the teacher candidates to think about education beyond the classroom walls.

What is the main difference between the community-based field experience and the teacher candidates’ previous practicum placements?

“It’s an excellent experience … It shows you a different side of our education system. You can read about it, but it’s much different when you walk through it. So living that experience was really beneficial.”

— Claire (Elementary BEd grad) on the rural field experience

STUDENT PERSPECTIVE




Meet with an admissions officer to learn more about our program and to discuss academic and experience requirements.

To book an advising appointment:

call 604 822 5242

or email your request to [email protected].

Advising appointments are scheduled every Tuesday and Thursday from 1:00 to 4:00 p.m.

Follow these tips to get the most out of your advising appointment:

1. Find and read the information about your program of interest.

2. Complete the academic self-assessment worksheet for your teaching area(s). Download worksheets from our website at bit.ly/Y16OJn.

3. Bring your unofficial transcripts to the advising appointment.

4. Email questions to [email protected] or directly to the admissons officers.


ADVISING

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Can’t make it in person? Our admissions officers are available via Live Chat, an instant messaging service, that can be connected straight from our website.

Visit Admissions on teach.educ.ubc.ca.

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Teacher Education Office Faculty of Education Room 103 – 2125 Main MallNeville Scarfe BuildingVancouver, BC Canada V6T 1Z4

Tel: 604 822 5242 Fax: 604 822 8227 Email: [email protected]

teach.educ.ubc.ca


ubc teacher education program viewbook 2013/14

Documents

hallmark of teacher

secondary education

teacher certification

certified teacher

purpose of education

teacher candidate secondary

ubcs teacher candidates

secondary grades