As a part of the course requirements, we were asked to create wikipedia articles in groups. My group of four chose to create our wikipedia article based on the topic "SFU PDP" below, I have pasted our wikipedia article that we have up to date.
Simon Fraser University -- PDP
Simon Fraser University is located in Burnaby, BC, Canada. The Education department offers a PDP, or Professional Development Program, that leads to teacher certification with the BC College of Teachers.
The Professional Development Program (PDP) in the Faculty of Education is a three semester program which involves twelve months of study. The program is combination of practicum experience and professional coursework which integrate the educational ideas with their application to classroom practice. When students successfully complete the program, they are recommended to the College of Teachers for a British Columbia Teaching Certificate.
Students who want to teach in elementary schools may apply to the program after a minimum of five semesters of course work (two and a half years of college or university study). All students who plan to teach at the secondary level are required to have completed their degree requirements prior to beginning PDP.
Program Design
The Professional Development Program at SFU currently supports 28 to 32 student cohorts or modules that are led by instructional teams comprised of Faculty members, Faculty Associates, and Coordinators. These modules are based in Surrey, Burnaby, Maple Ridge, Abbotsford, Dawson Creek, Fort St. John and Kelowna. Typically these modules host 32 students and are engaged in philosophical and pedagogical discussions around the implementation of the BC K-12 Curriculum. In addition, modules have the flexibility to reflect the theoretical interests and strengths of the current instructional team. While each module is influenced by a general or particular curriculum orientation, all modules are committed to the same over PDP goals. Students are assigned to a module and normally remain with that module throughout two of the three PDP sememester. For more information on the available modules, please refer to http://www.educ.sfu.ca/pdp/modules/index.html for more information.
Whichever module a student is assigned to, the three –semester PDP includes the following components:
Education 401/402: Integration of Theory and Practice
In Education 401 and 402, you study teaching through the integration of in-classroom practicum experiences and instructional seminars. This integrated experience makes it possible for you to grow in your understanding of the relationship between educational theory and classroom practice. You will spend a total of at least six weeks in assigned classrooms and another six weeks of seminar experiences.
As part of your Education 401 experiences, you are teamed in pairs and assigned to a classroom teacher (School Associate) selected by school personnel in consultation with the Faculty of Education. As part of Education 402, you begin the study of the literature of education and engage in seminars that examine educational issues. You may also attend curriculum workshops, and become familiar with a vast array of educational resources. As an important part of the Education 401/2 experience, you will begin to make meaning of the vast and complex world of educational practice, and to have this meaning informed by extensive study of the literature and by thoughtful, reflective discourse.
Education 405: Teaching Semester
In Education 405, you are assigned to a classroom for 10 to 12 weeks of student teaching experience. During this semester, the School Associate and Faculty Associate provide help and guidance, as well as make assessments of your growth toward the achievement of standards of professional competence and the achievement of the twelve program goals.
Education 404: Professional Coursework Semester
In Education 404, you choose from a variety of professional courses offered by the Faculty of Education-courses that will build on teaching strengths, and eliminate deficiencies in the preparation for teaching.
Students will enrol in a minimum of 15 hours of upper division (300/400 level) education course work to further promote their professional development. Each student is responsible to become familiar with the goals and requirements of Education 404 and to enrol in those courses that meet both professional requirements and personal interests.
The goals of 404 are: • Fulfill professional requirements for teacher certification • Study educational philosophies and theories and examine their relationship to classroom practice • Investigate approaches to teaching in curriculum areas of schools • Extend knowledge in relevant curriculum areas and, • Continue to meet all PDP goals, including the demonstration of literacy in both verbal and written work.
The requirements of 404 are:
• A minimum of 15 hours of upper division Education courses • A minimum cumulative grade point averages of 2.0 • A maximum of 8 credits by Distance Education
There is a MANDATORY course for elementary PDP students, you must take at least one of the following courses offered in English or French: Educ 472-4: Designs for Learning: Elementary Language Arts Educ 473-4: Designs for Learning: Reading Educ 485-8: Designs for Learning: Writing Educ 467-4: Curriculum & Instruction in Teaching English as a Second Language Educ 480-4: Designs for Learning: French as a Second Language Educ 481-4: Designs for Learning: French Immersion & program-cadre de Francais Educ 424-4: Learning Disabilities: Laboratory
There are MANDATORY courses for secondary PDP students. You must take the Designs for Learning course(s) (methodology) in your teachable area(s). English Educ 412-4 Designs for Learning: Secondary Language Arts Social Studies Educ 414-4 Designs for Learning: Secondary Social Studies Mathematics Educ 415-4 Designs for Learning: Secondary Math Science Educ 416-4 Designs for Learning: Secondary Sciences Dance Educ 430-4 Designs for Learning: Dance Drama Educ 457-4 Drama and Education Art Educ 477-4 Designs for Learning: Art Music Educ 478-4 Designs for Learning: Music French Educ 480-4 Designs for Learning: FSL or Educ 481-4 Designs for Learning: French Immersion P.E. Educ 459-4 Instructional Activities in P.E. and (if possible) Educ 479-4 Designs for Learning: P.E Computing Science Educ 482-4 Designs for Learning: Info Technology
To help you plan for 404, information sessions are held for PDP students during the semester 401/2.
Bachelor of Education as a Second Degree
This option is available to PDP students who have already completed a degree prior to entry to the Program.
If you select your courses carefully you can complete the B.Ed. (second degree) within PDP. This degree is a minimum of 45 upper division Education credits and must include a minor in Education. There are ten Education minors from which to choose:
• Counselling & Human Development • Curriculum & Instruction • Early Childhood Education • Educational Psychology • Environmental Education • French Education • International and Global Education • Learning Disabilities • Secondary Mathematics Education • Physical Education
The B.Ed. (second degree) requirements are: • EDUC 401/402 (15 semester hours) • EDUC 405 (15 semester hours) • EDUC 404 (minimum 15 semester hours including an Education minor)
Supervision & Development of Student Teachers
Instructional Teams The Professional Development program operates on a differentiated staffing model, which allows students to work in contexts that draw on the expertise and special talents of several kinds of teachers who make up the instructional teams for all modules. Working with students on their professional development pathways are Faculty Members, School Associates, and Coordinators, each playing a particular role, and all collaborating to deliver the highest quality educational experiences for students.
Faculty Members
A Faculty member teams with one or two Faculty Associates and Coordinator, who form the instructional team of a particular module. The faculty member’s particular area of specialization and interest often shapes the curricular orientation of the module and students’ experiences in that module are frequently drawn in the direction of that specialization. Faculty members work with faculty associates to plan the module program as well as share the teaching.
Faculty members also serve as site sponsors at external sites, for example AHCOTE. In that role, they travel to the external site to assist the resident faculty associates with the planning and teaching of the external program. In addition to the Faculty members assigned to module instructional teams, other faculty members are available “on call” to the various modules, both on campus and at external sites. For example, a faculty member with expertise in a particular subject area may be called upon to offer a workshop in that area. In that way, virtually all Faculty of Education members contribute to the overall functioning of the Professional Development Program.
[edit]Faculty Associates
Faculty Associates are normally seconded teachers from school districts and are responsible for the supervision of student teachers during their school placements. FAs work with faculty members to develop module programs for individual and group instruction.
Pairs of Faculty Associates have two primary responsibilities—the development of the module's program in partnership with a Faculty Member and the supervision of student teachers during their practicum assignments. Faculty Associates also provide individual and group instruction in exploring theory and practice with the students in their module. They are also responsible for maintaining effective liaison between the Faculty of Education and the public schools.
Faculty Associates are required to drive considerable distances as the program makes use of practicum placements throughout the lower mainland. The Faculty of Education welcomes applicants from a variety of backgrounds that reflect the diversity of Canadian society.
Supervision of student teachers during the practicum stages of the PDP (Education 401 and 405) is the shared responsibility of Faculty Associates and School Associates. The Faculty Associate assumes the role of mentor and guide, rather than inspector and judge. Under such supervisory guidance, student teachers are helped to take major steps in their professional development. Faculty Associates also provide an important liaison between the Faculty of Education and the public school system. They help to clarify the responsibilities of the School Associate who plays a pivotal role in the preparation of student teachers. Faculty Associates visit schools regularly, deal with a range of challenging supervisory situations and develop open and collegial relationships with teachers and School Associates.
Coordinators
Coordinators work in an administrative and program development capacity in Professional Programs and have the following responsibilities: • arranging school placements for student teachers • initiating, coordinating and supporting Faculty Associates • organizing and providing workshops in supervision for School Associates • maintaining liaison with school district personnel • participating in program evaluation and development • coordinating specific program tasks (e.g. student services, instruction development) • undertaking instructional tasks with PDP students • counselling student teachers
EDUC 401/2 Course
During education 401/2, students are placed in classrooms with School Associate who are the regular teachers of those classes. The Faculty Associate from the module works with the school associate and the students for a period of approximately six in- school weeks.
The following suggestions serve as guidelines to identify some of the responsibilities of the members of the instruction team.
For School Associates • Prepare pupils for student teachers’ arrivals. • Welcome and introduce student teacher to staff, administration pupils. • Become familiar with the Professional Program goals, and the assessment tools (being used by your students’ module). • Prepare a working area for your student teachers. • Prepare a set of curriculum guides, teacher editions of class textbooks, a seating plan, and a copy of the teacher’s plans. • Set a regular schedule for meeting with student teacher to discuss instructional responsibilities and expectations, professional growth, and application of theory and practice. • Consider what some of the very first in-class involvements might be (focused observation; work with individual students on enrichment and or remedial instruction; preparing material, etc.) and how these would evolve into more extensive and complex responsibilities. • Remember the Education 401/2 is not a “mini-Education 405”but an introductory set of professional experiences that provide your students with entry into the complex word of teaching. • Plan to discuss student teacher’ in class experience with the faculty associate and student teachers to ensure that you are all in agreement about the extent and nature of their growth.
For Student Teachers • Read the PDP Handbook. • Become familiar with the PDP Goals, and the assessment tools. • (being used by your module) and Indicators of Professional Growth. • Obtain complete and accurate information about your placement. • Prepare an autobiographical sketch to give to your school Associate. • Prepare a brief list of questions for your first meeting. • Begin to consider which of the profiles you will select for focusing your professional development. • Complete all assignments as required by the instructional team. • Inquire to your school Associate and/or Facility Associate when expectations are unclear.
For Faculty Associate and Faculty • Work in your instructional team to plan a theory –based, coherent professional development program for your module in which students learn to translate theoretical principles into classroom practice. • Identify the areas of responsibility for students, School Associates, Faculty Associates, and Faculty. • Identify the educational text that you expect student to read during the semester. • Clarify your module’s program schedule for student and school Associates. • Make Education 401/2 expectations clear to school Associate in shaping the in-classroom learning experiences for the student. • Identify the foci for students’ practicum experiences –i.e. what practicum assignment will be made to future students’ understandings and skill development in those areas being highlighted in the 402 seminar. • Identify individual, team, and in-school concerns that need addressing in the practicum. • Design seminar sessions for your module that : provide opportunities to reflect on pedagogic practice, examine educational theory based on reading, help student to understanding the relationship between education goals and curriculum and instructional practices, help students to become more thoughtful and tactful in their interactions with individual and groups of student.
For Faculty Associates • Contact School Associates and administrators to familiarize them with the program at Simon Fraser University. • Create a schedule for classroom visits and after –visit conferences. • Develop procedures for observing and recording information about students’ work in the class setting in some systematic, ongoing way. • Conduct mid-term and end –of-term evaluative conference; discuss student’ future professional development needs. • Complete finals evaluation forms. • Formalize the closure of the placement.
Education 405 Course
The list below includes some of the responsibilities of the members of the instructional groups. These are intended to serve as guideline for the people involved and in no way should they constrain individuals from adding to, or otherwise modifying the list.
For School Associate • Prepare pupils for the student teacher. • Read the PDP Handbook; become familiar with the PDP goal, the indicators of professional Growth and the Profile of Teacher Competency. • Read the student’s autographical sketch to gain background information about the student. • Reflect on what you consider to be a helpful progression of activities that allow the student teacher to gain competence as a practicing teacher. Consult with faculty Associate to insure that your plans are congruent. • Prepare a working area for the student teacher. • Gather a set of IRP’s (Integrated Resource Packages), teacher editions of class texts, a seating plan, and a set of curriculum plans. • Prepare a welcome and an orientation to the school. After the student’s arrival • Make your expectation clear with respect to how you run your classroom and what you will require of the student teacher. • Discuss the progression of learning experiences that will allow the student teacher to gain increased competence as a practicing teacher. • Discuss the ways you will observe and supervise the student teacher’s performance. • Set some guidelines with respect to the responsibilities and authority that each of you will have during instructional time. • Define a reasonable schedule for regular conferencing about the students’ performance. • Make sure you are clear about the Faculty Associate’s visiting schedule.
For Student Teachers • Read the PDP Handbook; become familiar with the PDP goals, and the Profiles of Teaching Competency. • Meet the School Associate and the Principal. • Obtain complete and accurate information about the placement. • Work with School Associate to plan for teaching assignments. • Discuss the progression of activities that have been planned for you that will allow you to gain competence as a practicing teacher; raise any questions you have about this progression of activities. • Identify the PDP goals that you will be focusing on for your professional development in Education 405.
For Faculty Associates • Contact School Associates and administrators to familiarize them with the program at SFU. • Set up systematic procedures for the observation and evaluation of the student teacher’s work. • Discuss school and school district policies. • Design seminar sessions and professional development activities that reflect the student teacher’s growth needs. • Provide feedback as needed to help the student identify areas of needed growth; giving specific help so that student may take the next growth steps. • Ensure, on an ongoing basis, that lines of communication are open between all members of the instructional group.
Carry out mid-tern and final evaluations. Simon Fraser University's Faculty of Education operates on a differentiated staffing model. In addition to faculty members (Professors), experienced teachers (Faculty Associates and School Associates) play various roles in the program. Faculty Associates are teachers who are seconded to the University for a temporary appointment. School Associates are teachers in whose classrooms student teachers are placed for Education 401/2 and 405.
Sample Sequence of Professional Activities
During Education 405, a single student teacher is placed with a School Associate in a practicum classroom for a period of 12 weeks. (Some of this time may involve on-campus/on-site experiences.) A Faculty Associate is assigned to work with the School Associate and student teacher to provide assistance and supervision, so that the student teacher may be helped to achieve the goals of the Professional Development Program.
The following sequence of professional experiences is presented as an example of what may constitute Education 405 experiences. Weeks 1 - 4: Orientation and Phasing Into Education 405 • Become acquainted with pupils, staff, school, school board • Observe teaching and planning routines • Observe curriculum development, instructional strategies, evaluation methods • Attend on-campus seminars • Begin short term planning, identification of curriculum goals, instructional strategies, methods of evaluation for classroom work • Practice use of appropriate teacher-pupil interactions • Develop a timeline that allows the student teacher to take ever-increasing steps toward full time teaching in immersion Weeks 5 - 10: Full-time teaching (Immersion) • Develop and maintain an effective and satisfying learning environment for all learners • Demonstrate ability to assume the many roles and responsibilities of a practicing teacher with minimum supervision • Carry out teaching that includes: demonstrating respect for every learner; using effective questioning, communication and interpersonal skills; showing an understanding of the relationship between educational goals and classroom methods; using effective evaluative procedures • Demonstrate ability to perceive accurately what one is actually doing in the act of teaching • Evaluate, with critical acumen, one's own teaching performance • Participate in mid-term evaluation Weeks 11 - 13 (14): Phase Out • Complete all assignments • Begin phase-out; transferring teaching back to School Associate • Visit other classrooms and schools • Complete final evaluations • Formalize closure of the placement
Student Absences
During Education 401/402 or 405 1. Student teachers are required to notify their School Associate and Faculty Associate of unplanned or unavoidable absences from school. It is preferred that 24 hours of advance notice is given. When absent from class. Student teachers are expected to follow procedures used by practicing teachers such as notifying secretary administration, leaving day plan, ect. 2. In case of absence, due to illness, a medical certificate may be required by the director of PDP, when the student teacher returns to the school. 3. For short absences not due to illness, the student must obtain prior approval from the school and Facility Associates. 4. Students are expected to notify Facility Associates in advance when they are unable to attend on campus activities. 5. Extended absences, so that students may take part in athletic, fine and performing arts, and scholarly activities must be approved at least three weeks in advance by the Director of PDP.
Guidelines for Action Research
In both Education 401/2 and Education 405, student teachers engage in a variety of educational activities that are part of their PDP assignments. For example, student teachers may be asked to make observations of pupils in their practicum classrooms, or in other classrooms in the school. They may be required to make detailed observations of individual pupils. Student teachers are often required to make a videotape of their own teaching, which is then examined and analyzed by all the student teachers in their modules. Some student teachers may be engaged in action research projects that involve pupils in their practicum classrooms.
Where student teachers carry out assignments involving observing pupils, videotaping, and/or research studies, they are bound by all University policies regarding the ethical conduct of research and the protection of the interests, comfort, privacy, and safety of all involved, at all times. Student teachers are also expected to abide by the principles of professional practices set by the BC Teachers' Federation.
The following guidelines apply to all student assignments that are part of the regular PDP requirements, and that involve observation, recording (videotape, still photography) and/or research of pupils in school settings. 1. If the assignment activities are being videotaped as part of the student teacher's class assignments, and if the recording is not being retained by the University, then the student teacher is responsible for finding out and following school procedures regarding such recording. The Faculty of Education advises student teachers that materials recorded under these conditions may not be used for anything other than personal records and should not be retained after completing the Professional Development Program.
2. If the assignment is being recorded, either on audio, video or still photography, and is intended to be used as an on-going teaching material by the Faculty of Education, then written releases must be obtained from all participants by the faculty member involved.
3. If the work is part of a faculty member's research, the faculty member is responsible for receiving approval from the University Ethics Review Committee, which would also necessitate written releases from all participants.
4. It is understood that all discussions of any recorded or live observations will be undertaken in a professional manner in the context of the student teacher's work in the PDP, that all involved will take every possible step to provide anonymity to teachers and students in discussions of the assignment, and that all such discussions will be treated as confidential.
Interruption and Withdrawal
Interruption of PDP Students may apply for permission to interrupt the program due to extenuating circumstances such as financial, medical or personal difficulties. A student requesting permission to interrupt their program must complete an Interrupt Form, which is reviewed by the Coordinator of the module. A recommendation is then made to the Director, or in the case of an External site, the Coordinator. Conditions for students' re- admission into the program are specified at this time. Students must apply for re-entry into the program by the deadline dates.
Note: Interruption is not an option once performance issues have been identified. Change of Sequence Students who enroll in PDP in the Fall proceed through the following sequence: Education 401/2, Education 405, and then Education 404. For students commencing in the Spring, the sequence is Education 401/2, Education 404, and then Education 405. Students who enroll in the Fall who wish to change their normal sequence after Education 401/2 must discuss the reasons for the change with their Faculty Associate and Coordinator, as well as complete the PDP Change of Sequence form. They must then enroll in 404 and 405 by the deadlines specified by Admissions. The Informal Contract As problems in the student's work are identified, the Faculty Associate may put the student on an "informal contract". The contract is developed in consultation with the Faculty Associate, School Associate and Coordinator, so that the requirements of the contract are clear. A contract identifies the student's performance weaknesses and specifies the conditions the student must meet in order to show improvement. Withdrawal Procedures
I. Students who recognize their inability to meet the goals of the Professional Program may withdraw from the program.Students who withdraw are required to: • inform their School Associate, School Principal, Faculty Associate, Faculty Member (in on-campus programs) and the Registrar's Office of their intention to withdraw • meet with the Coordinator to complete the Withdrawal Form for the PDP • complete the withdrawal form for the Registrar's Office if the withdrawal occurs before the sixth week of classes 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.
II. If, in the professional judgment of the Faculty Associate, School Associate, Coordinator, and in some instances the Faculty Member of the instructional team, a student has not adequately demonstrated competence in meeting the goals of the Professional Development Program, the following procedures are initiated: A contract identifies the student's performance weaknesses and specifies the conditions the student must meet in order to show improvement. A deadline is set to determine whether the conditions have been met. When the student has demonstrated that s/he has met the conditions by the deadline, s/he must continue to show that the improvements are sustained during the rest of the practicum. Failure to meet or sustain conditions of the contract will result in immediate withdrawal. Withdrawal At the time of a student's withdrawal, a Withdrawal Form is completed, signed by the student, the Faculty Associate, the School Associate and the Coordinator. The Withdrawal Form identifies the reasons for the withdrawal, and specifies the conditions that the student must meet before s/he may be considered for re-entry to the program. 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.
Students who withdraw may not apply for re-entry in the same semester as their withdrawal. Second Withdrawal A student who has re-entered the program after a first withdrawal, and who again is unable to demonstrate competence in meeting the goals of the program may face a second withdrawal. At the time of a student's second withdrawal, a Withdrawal Form is completed, signed by the student, the Faculty Associate, the School Associate and the Coordinator.
A second withdrawal carries the additional burden of knowing that a student may not re-enter the program. Immediate Withdrawals An immediate withdrawal may be initiated in situations where serious concerns have been identified. Such situations may include: when the physical, emotional, intellectual, social safety of the children is at stake, or when the principal or parents at the sponsoring school refuse to have the student continue for serious reasons. The Coordinator may then remove the student from the program immediately, without following the normal steps in the withdrawal process.
Goals
SFU's PDP program is based on 12 goals
| The development of a clear, coherent and justified view of education that enables one to: understand the place of education in an open, pluralistic and caring society; determine the content, methods and institutional arrangements that are relevant, worthwhile and appropriate for the education of children; have a personal vision of what one can achieve as an educator; understand how schooling and other institutions influence students. The development of a clear commitment to: respect students as persons with varied interests, backgrounds, points of view, plans,goals and aspirations; care about students and their individual development, uphold standards of excellence inherent in various forms of inquiry; uphold the principles that ought to govern a civilized, democratic and pluralistic community; establish and maintain ethical working relationships with all members of the educational community. The development of clear commitment to lifelong learning manifest in: openness to alternatives and possibilities; reflective practice; engagement in dialogue and collaboration with colleagues, students, parents and others in the educational community; ability to form and reform ideas, methods, techniques; setting an example to students; stimulating students to be continuous learners. The development of ability to create opportunities for learning that are: engaging and imaginative; significant and relevant to pupils’ educational development; intellectually challenging; sensitive to issues of social equity and cultural diversity; appropriate to building habits of sound thinking; responsive to students’ individual learning needs; reflective of growing understanding of what goes on in the classroom; consonant with learning goals. The development of ability to put educationally sound curriculum ideas into practice in well-organized ways. The development of knowledge about: teaching subjects; how individuals and groups of students learn; evaluation practices. The development of ability to be a thoughtful and sensitive observer of what goes on in the classroom. The development of ability to use evaluation and assessment practices that: use evaluative data as a means of furthering studentlearning; appreciate the subjectivity of evaluation; make use of varied practices that are congruent with learning goals; respect the dignity of each learner; show understanding of the moral implications of evaluation and assessment practices; promote self assessment. The development of ability to use classroom interactions that: show caring and respect for every student; encourage learners to clarify and examine their ideas; are authentic, unpretentious and honest; communicate openness, a tolerance for uncertainty, and appreciation of the spirit of inquiry. The development of appreciation for and skill in organizing harmonious working groups, and interpersonally sound working relationships among students. The development of ability to observe, understand and respond respectfully to students with different learning styles and learning difficulties. The development of appreciation for and ability to be flexible about curriculum — recreating, re-inventing, re-constituting, and discarding practices that have been observed, upon reflection, to be inappropriate to individual and group learning needs. |
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