university of british columbia teacher education program viewbook 2015/16

UNIVERSITY OF BRITISH COLUMBIA

TEACHER EDUCATION PROGRAM

VIEWBOOK 2015/16

THE UBC TEACHER EDUCATION PROGRAMThe University of British Columbia’s Faculty of Education offers BC’s largest and most

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

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

We offer teaching options for all grades from Kindergarten to Grade 12.

PROGRAM OPTIONSELEMENTARY (Kindergarten to Grade 7)

MIDDLE YEARS (Grades 6 to 9)

SECONDARY (Grades 8 to 12)

SECONDARY DUAL DEGREE (BSc – Food, Nutrition & Health, Math, or Physics; BKin; or BMus plus a BEd)

NITEP (The Indigenous Teacher Education Option)

WKTEP (West Kootenay Teacher Education Program)

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 requirements.

To be eligible for the BEd degree, individuals must have completed a Bachelor’s degree 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

teach.educ.ubc.ca | 3

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.

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, Secondary (Drama)

STUDENT PERSPECTIVE

“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, Secondary (English)



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.



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

• Arts-Based & Creativity (ABC)

• Community of Inquiry in Teacher Education (CITE)

• International Baccalaureate – Primary Years Programme (IB-PYP)

• Kindergarten — Primary Program (KIPP)

• Montessori

• Personalized Learning & Technology (PL-Tech)

• Social and Emotional Learning (SEL)

• Teaching English Language Learning Through a Cross-Curricular Approach (TELL-3C)

• Elementary French Specialists — Core French/French Immersion

ELEMENTARY COHORT OPTIONS:

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).



While becoming qualified to teach all elementary grades, K to 7, the focus of ABC, Arts-Based & Creativity 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 Delta or Vancouver 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 & Creativity (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 Delta, Maple Ridge, North Vancouver, Surrey, Vancouver, or West Vancouver.


International Baccalaureate (IB-PYP)


Photo: Geoffrey Kehring

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 North Vancouver, Vancouver, or West Vancouver schools.

Kindergarten–Primary Program (KIPP)

The focus of this cohort is developing preliminary understanding about the Montessori approach to education, a child-centred approach wherein children develop cognitively and socially through direct experience within their learning environment, learning independently but with guided support from their teacher.

Teacher candidates will work with children aged 6 to 12 in Montessori classrooms in public schools throughout the Lower Mainland.

Those who wish to have their BEd program recognized towards continuing Montessori professional development will register in an additional 6 credits of Montessori coursework and complete a pre-program Introduction to Montessori Foundations online course that can be completed at one’s own pace between May-August and one on-campus course at UBC in late August.

Montessori

Photo: Angela Sullivan


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

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

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 Langley or Surrey schools.

These courses and the BEd practicum will be recognized as a partial laddering towards an American Montessori Society (AMS) credential should the teacher candidate wish to continue their professional development by enrolling in an AMS-affiliated Montessori Teacher Education Program.

Practicum placements are in Lower Mainland schools.

Photo: Michael Piper


Personalized Learning and Technology (PL-Tech)


Members of the TELL-3C 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 Burnaby, Richmond or Vancouver schools.

Teaching English Language Learning Through a Cross-Curricular Approach (TELL-3C)

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 Delta, Langley or Surrey schools.


Social and Emotional Learning (SEL)

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.

Teach French in Elementary Schools:

This cohort is designed for teacher candidates who speak and write French and wish to specialize in teaching Core French, French Immersion or Intensive 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 and Intensive French are programs 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 Burnaby, Delta, Langley, North Vancouver, Richmond, Surrey, Vancouver, or West Vancouver schools.

Elementary French Specialists — Core French/French Immersion



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 teachable subject.

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, Langley, New Westminster, or Vancouver schools.

Self-Regulated Learning (SRL) in the Middle Years

• English

• Physical Education

• Social Studies or

• Science

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


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.

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

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.


C O L L A B O

R A T I O N !

Teamwork and collaboration are emphasized.

• 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:



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

THE SECONDARY OPTION


Teacher candidates in the secondary program option are grouped according to their teachable subjects (e.g., Math, English, Physical Education) and are placed on practicum based on the availability of placements within their subject area/s. As much as possible, teacher candidates are assigned according to the two preferred geographic locations/districts they select on their practicum placement form.

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 subject/s.


Teachable Subjects


TheatreTechnologyEducation

PhysicalEducation

MusicMathematicsHomeEconomicsFrench

EnglishLanguageLearner

Education

EnglishComputerScience

Culinary Arts

BusinessEducationArt


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

SpanishRussianPunjabiKoreanJapaneseItalianGerman Mandarin

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 will also have the opportunity to be a part of the International Baccalaureate Educator Stream within their chosen subject/s once they have registered.

Teacher candidates in International Baccalaureate Education (Middle Years Programme and Diploma Programme) have

an interest in international education that is concept-based and inquiry-driven. The IB is an academically challenging program known around the world.

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 teachable subject (e.g., Spanish or Biology).


French Specialization

International Baccalaureate (IB) Option UBC is Canada’s only teacher education institution offering this option.

Dual Degree OptionsThe Faculty of Education offers the option of beginning your teacher education program at the secondary level while concurrently enrolled in specific Bachelor degree studies at UBC.

Bachelor of Science & Bachelor of Education (BSc/BEd)

• Food, Nutrition and Health + Home Economics Education Bachelor of Science: Land and Food Systems (BSc) + Bachelor of Education (BEd)

• Math + Math Education Bachelor of Science (BSc) + Bachelor of Education (BEd)

• Physics + Physics Education Bachelor of Science (BSc) + Bachelor of Education (BEd)

Bachelor of Kinesiology & Bachelor of Education (BKin/Bed)

• Physical and Health Education + Physical Education Bachelor of Kinesiology (BKin) + Bachelor of Education (BEd)

Bachelor of Music & Bachelor of Education (BMus/BEd)

• General Studies: Secondary Music Education + Music Education Bachelor of Music (BMus) + Bachelor of Education (BEd)

The dual degree (BSc/BEd, BKin/BEd, BMus/BEd) teacher education program option will be completed in five years with reduced credits rather than the traditional four- plus one-year degree path to the BEd degree.

After completing all the requirements, students are normally eligible for a British Columbia Professional Teaching Certificate. Students must satisfy all of the specified dual degree program option requirements for Mathematics; Physics; Food, Nutrition and Health; Kinesiology; or Music in their degree and 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.



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

NITEP — THE INDIGENOUS TEACHER EDUCATION OPTION


First Nations Longhouse at UBC Point Grey campus

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.

For over 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, First Nations 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.



As 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 Duncan, Lillooet, and the Fraser Valley (opening September 2016). These centres allow students to maintain their connection to home and community while pursuing their education. Our coordinators teach in the program and the On-Campus Coordinator assists students with course planning,

advising, arranging for tutors, and other support. 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. For

over three decades, more than 375 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.

NITEP

Visit

nitep.educ.ubc.ca


http://nitep.educ.ubc.ca

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.

To obtain an application or for additional information about the program, please visit: nitep.educ.ubc.ca.

Email: [email protected]

@UBCNITEP

facebook.com/NITEP.UBC


http://nitep.educ.ubc.ca

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

http://twitter.com/UBCNITEP

http://facebook.com/NITEP.UBC


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

WKTEP — WEST KOOTENAY TEACHER EDUCATION PROGRAM


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

WKTEP’s new learning facility in Nelson, BC

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.

WKTEP offers the full complement of UBC’s BEd coursework and practica, with both a 2-week and a 10-week practicum hosted by 5 school districts (SD8, SD10, SD20, SD51, SD93), as well as a 3-week community-based field experience in

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-conscious learning with strong ties to local communities and school districts.

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 teachable subjects.



PRACTICUMThe practicum includes weekly school visits starting in September (the Pre-Practicum Experience), followed by a 2-week school placement in the fall and a 10-week Extended Practicum in the spring.


“The learning curve is so steep … You’re climbing all the time; there are no plateaus. You’re constantly improving. At some point, there’s some issue and you think, “Okay, I got this,” and then you realize there are three more things that you let slide. There is always room for growth … The biggest part of practicum is just how much you can grow. The more work you put in, you’re never going to waste ... It’s always going to benefit you. —Jordan Ackerman (Secondary, Science)

STUDENT PERSPECTIVE

School-Based Practicum

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

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.



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

COMMUNITY FIELD EXPERIENCE (CFE)


Community Field Experience (CFE)


In most cases, the community 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 field experience placement by theme or geographic region.

Tweets and Instagrams for #CFE2015. See more at teach.educ.ubc.ca/students/social-media-gallery


http://teach.educ.ubc.ca/students/social-media-gallery

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)

FRENCH

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


COMMUNITY FIELD EXPERIENCE THEMES & COMMUNITY PARTNERS. To see the complete list, please visit cfe.educ.ubc.ca.

http://cfe.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


COMMUNITY FIELD EXPERIENCE THEMES & COMMUNITY PARTNERS. To see the complete list, please visit cfe.educ.ubc.ca.


http://cfe.educ.ubc.ca

Photo: Enid Havelaar

Photo: Zack Matfin

Photo: Enid Havelaar

Photo: Annie Collins

For the community 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, Mexico, 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, Nechako Lakes, Prince Rupert, Kamloops, Vancouver Island West, and Peace River North.


RURAL FIELD EXPERIENCE

INTERNATIONAL FIELD EXPERIENCE

STUDENT PERSPECTIVE

“My CFE was the key to the door that lead me to where I am now. The positive experience I had from the CFE practicum was essential to getting a full-time teaching job. Additionally, the CFE gave me different opportunities that otherwise wouldn’t have been possible during regular practicum and that experience was invaluable. In my opinion, the CFE experience is a necessary part of BEd program.” — Heidi Feestra, Manitoba School for Deaf, Winnipeg

“I totally loved my CFE! I believe it was the best part of my UBC experience [and] it was good for me to learn other things I could do as a teacher. I was hired in Langley and part of my interview was showing them my CFE video I made and talking about how I wrote lesson plans and tours for the park about the Aboriginal history and culture. I am now an Aboriginal District teacher in Langley.” — Carolyn Roberts, Rural

“Thank you to all of you for making my CFE in Hong Kong such an amazing experience. It was one of the best experiences of my life so thank you so much for making this possible for us!” — Bryan Dunse, International, Hong Kong

The community 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 field experience and the teacher candidates’ practicum placements?



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

Book an advising appointment:

Tel: 604 822 5242

Email: [email protected].

Advising appointments are scheduled every Tuesday, Wednesday and Thursday:

• Tuesdays: 1:00 p.m. – 4:00 p.m.

• Wednesdays: 9:00 a.m. – 12:00 p.m.

• Thursdays: 1:00 p.m. – 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.

3. Bring your unofficial transcripts to the advising appointment.

4. Email questions to [email protected] or directly to admissions 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 accessed straight from our website. Visit Admissions at teach.educ.ubc.ca.

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Teacher Education Office Faculty of EducationThe University of British Columbia 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



university of british columbia teacher education program viewbook 2015/16

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