B.ED./DIPLOMA IN TECHNOLOGICAL STUDIES
2009 - 2010
Application Deadline: March 31, 2010
Questions? Contact: Ms Vicki Houston, Coordinator vhouston@uwindsor.ca
Or: Ms Lina Nardone lnardon@uwindsor.ca

The Faculty of Education, in partnership with the Greater Essex County District School Board , the Windsor-Essex Catholic District School Board and St. Clair College offers a B.Ed./Diploma in Technological Studies. The program provides the preparation required for certification by the Ontario College of Teachers for teaching Technological Studies in Ontario high schools.

This program is designed to accommodate candidates who are presently teaching technological education subjects in Ontario secondary schools. These candidates must currently be teaching on a Ministry of Education and Training granted "Letter of Permission."

Candidates who hold a university degree will receive a Bachelor of Education degree in Technological Studies and be recommended to the Ontario College of Teachers for a Certificate of Qualification. Candidates who hold an Ontario Secondary School Diploma or a College of Applied Arts and Technology diploma or certificate will receive a Diploma in Education and be recommended to the Ontario College of Teachers for a Certificate of Qualification.

Overview of the Program:

Candidates in this program will take eight required courses over two summers and an Internship/Practicum, undertaken in the candidate’s home teaching location. Courses will be designed to be meaningful to candidates regardless of their broad-based discipline. Assignments, however, will be discipline-specific. The program will be offered over a 14-month period in two summer institutes with the Internship/Practicum being completed during the intervening Fall/Winter school year.

Course Sequence:

Course	Timeframe
80-203 Psychology in Education	Summer I
80-205 Organization and Management in Educational Administration	Summer I
80-386 Curriculum Development for Technological Studies: Part I	Summer I
80-388 Principles and Methods of Teaching Technological Studies: Part 1	Summer I
80-497 Internship	Fall/Winter
80-498 Practicum	Fall/Winter
80-204 Education of Exceptional People	Summer II
80-207 Introduction to Issues in Education	Summer II
80-387 Curriculum Development for Technological Studies: Part II	Summer II
80-389 Principles and Methods of Teaching Technological Studies: Part II	Summer II

Course Calendar for Summer I and Summer II 2009



Course Descriptions Summer I:

80-203: Psychology in Education
Psychology applied to teaching: child growth and development, the learning process, mental health, learning and adjustment problems in the environment. (32 hours)

80-205: Educational Foundations, Law and Ethics
This course focusses on provincial legislation and policies and explores the significance of professional learning and ethical conduct that involves understanding a range of educational philosophies and pedagogical approaches. (32 hours)

80-386: Curriculum Development for Technological Studies Part I
An introduction to the theory and practice of curriculum development for Broad-Based Technology programs in secondary schools. The course uses a constructivist approach to promote integrated learning and broad-based technology approaches through activities that lead to the development of unit plans, a course of study, a project outline, a student learning module and a course portfolio. Thematic and project-based strategies are used to address the learning expectations outline in curriculum guidelines and policy documents and provide a variety of student learning styles, teaching approaches, and assessment and evaluation strategies. Shop safety and workplace safety are themes infused throughout the course. (Offered in two parts in successive summers, 32 hours each part)

80-388: Principles and Methods of Teaching Technological Studies Part I
This course is an introduction to the methodology and processes of facilitating learning in the Broad-Based Technological Education classroom. The course will provide opportunities to apply pre-instructional planning, instruction and classroom management skills, ongoing and post-instructional assessment and evaluation strategies. Emphasis is on course activities that will focus on teaching and learning theories, the dynamics of team and group learning, and the development of written and oral communication skills. Course activities include lesson planning, team practice teaching, report writing, seminar presentations, and the development of video and print student learning modules. (Offered in two parts in successive summers, 32 hours each part)

Course Descriptions Summer II

80-204: Differentiated Instruction for Students with Special Needs
This course provides and introduction to the field of special education in the Canadian context, focussing on background knowledge needed by teachers to address diverse learning needs in inclusive classrooms. The course surveys the learning needs of children and adolescents with both high and low incidence exceptionalities, and highlights methods of differentiating classroom instruction to meet their individual needs, as well as approaches for remedial assistance for specific learning difficulties. (32 hours)

80-207: Introduction to Issues in Education
An introduction to critical reflection and analysis of such educational issues as: the reflective teacher, ethnic and religious pluralism in public schooling, and moral values development. The course will address the varieties of students who enter the classroom in terms of their diverse social origins, cultures, identities, and social status. It will engage participants in an examination of the purposes of education, education policy, and of teachers’ responsibility to work productively with school colleagues and other adults to achieve equitable access, experiences, and outcomes for all students. (32 hours)

80-387: Curriculum Development for Technological Studies, Part II
The second half of this course builds on the first by extending the theory and practice of curriculum development for broad-based technologies to the senior division. A constructivist approach is used to promote integrated learning and broad-based technology approaches through activities that lead to the development of unit plans, a project outline and a completed project appropriate for a grade 11 or 12 technology class. In addition to shop and workplace safety, classroom and facility management are also discussed. (32 hours)

80-389: Principles and Methods of Teaching Technological Studies Part II
A continuation of 80-388. (32 hours)


APPLICATION PROCEDURE



Please download the above attachment and complete.Tuition Fees: Details will be provided with the offer of acceptance.

ADDITIONAL INFORMATION ABOUT REQUIRED SUPPORTING DOCUMENTATION Please ensure that your supporting documentation complies with the following criteria:

1. Resumé
The resumé should provide a clear and concise overview of your work experiences, including employer, start and end dates, and a brief description of the position. A record of secondary and post-secondary education should be provided including start and end dates, and degrees, diplomas, certificates and/or trade licences. It is important that the resumé reflect experience in the Broad-Based Technological Education subject area to which application is being made.

2. Official secondary and post-secondary academic transcripts
Official secondary and post-secondary academic transcripts, bearing the original seal and/or signature of the institution, must be sent directly by the issuing institution. Photocopies and student copies are NOT acceptable.

3. Photocopies of trade licences, if applicable
The teaching of some special curriculum components within the Broad-Based Technological Education areas requires that the teacher hold a valid trade licence, for example, Automotive, Electrical, Cosmetology, etc.

4. A Ministry of Training, Colleges and Universities Certificate of Qualification (C of Q) accompanied by a Certificate of Apprenticeship (C of A) and the details of the examination showing at least 70% (B) standing.
The diploma size version of the C of Q is required in order to provide evidence that you have satisfied this requirement.

• Your C of Q must be valid at the time that you are applying for admission to University of Windsor

NOTE: If your work experience is in a trade which requires a C of Q, then you must submit the C of Q, details of exam results and your C of A. No other proof of competence can be accepted.

5. Letters confirming wage-earning experience
Appropriate documentation of wage-earning experience is an original signed letter on official company letterhead, written by a supervisor familiar with the applicant’s work. Letters must contain information detailing the nature and duration of the employment, including start and end dates, and the nature of employment (providing specific statements of the skills used in the position).

In exceptional cases,where it is impossible to provide original and appropriate documentation, an original sworn statement (by the applicant), signed by a commissioner of oaths, that indicates the reason(s) why this information is not available is acceptable. This sworn statement should indicate the duration of employment, start and end dates, and the nature of employment (providing specific statement of the skills used in the position). To support the duration and place of employment noted in the notarized statement, copies of T-4 tax forms or a statement from an accountant confirming income should accompany the statement.

Self-employed applicants, or applicants employed in a family business are required to submit an original sworn statement, signed by a commissioner of oaths, that indicates the applicant was self-employed or employed in a family business. The statement should detail duration of employment, the start and end dates, and the nature of duties (providing specific statements of the skills used in the position). In addition, to validate the applicant’s sworn statement, the following supporting documentation must be submitted:
A copy of business licence or registration supporting the duration of employment noted in the sworn statement
Copies of income tax assessments (which indicate self-employment) supporting the duration of employment noted in the sworn statement, or a statement from an accountant, confirming income, or an annual report
At least one letter (representing the period of self-employment) from a major supplier attesting to materials purchased and/or a client attesting to the work completed. It is important that these documents reflect work experience in the Broad-Based Technological Education subject area to which application has been made.

Please see Ontario College of Teachers website at www.oct.ca regarding wage-earning work experience requirements.

6. A letter on school board letterhead providing confirmation of a teaching position for the 2010-2011 academic year.

This is a requirement for all Applicants whether you:

a. are teaching on a Letter of Permission prior to admission and with a full-time teaching position in the 2010-2011 internship year; or,

b. have no prior teaching experience or are not currently teaching on a Letter of Permission but have a full-time teaching position in the 2010 -2011 internship year.

A letter on school or board letterhead must confirm a full-time teaching position within the Broad-Based Technology subject area for which the applicant seeks qualification. The letter must also list the course codes and course names that comprise the full-time teaching position. This letter should be written by the school Principal or the Human Resource employee at the board level.

Following successful completion of Summer 1, a recommendation will be forwarded to the Ontario College of Teachers for the Certificate of Qualification (Limited) which will allow teacher candidates to teach full-time in the 2010-2011 internship year.

Please Note: Due to board staffing time lines, we understand that it is often difficult for you to provide a letter confirming a teaching position until late in the school year when student enrolments and staffing changes have been determined. For this reason, the deadline for receipt of this document only is June 5, 2010.

Applicants who have prior teaching experience should submit the following:

• A copy of your Letter of Permission
• Letters from schools confirming your teaching experience.

The University of Windsor reserves the right to give admission priority to applicants with teaching experience of greater duration.