Student Handbook Master of Teaching Graduate Degree Program · Master of Teaching Graduate Degree Program . 2 ... Members recognize that a commitment to ongoing professional learning

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The Department of Curriculum, Teaching and Learning

Student Handbook Master of Teaching Graduate Degree Program

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Welcome to the Master of Teaching Program! We are delighted to have you in the MT Program.

The MT program is a two-year, full-time program in which you graduate with a Masters degree, four months of classroom teaching experience and teaching certification for Ontario schools. Our program was created in 2000 with the goal of providing new teachers with an exceptional level of preparation and training. The MT combines academic excellence with extensive school-based teaching opportunities and a commitment to high quality elementary and secondary teaching. Our students are dedicated individuals who work to develop a deep theoretical and practical knowledge of instructional methods. Many of them go on to become educational leaders. We’re very proud of our program, our instructors, and especially our graduates.

As a Master of Teaching student, you will be invited to enroll in one of three different programs leading to certification. Our Primary-Junior program will qualify you to teach at the elementary level (Kindergarten to Grade 6). Our Junior-Intermediate program qualifies you to teach Grades 4 to 10, with one Intermediate subject area (a complete list of courses is listed on page 13). Our Intermediate-Senior program qualifies you to teach Grades 7 to 12 in two subject areas (a complete list of courses is listed on page 14). During your two-year program, you will take courses in curriculum, human development, ethics, educational law, diversity, educational technology, special education, teaching strategies, and educational theory, allowing you to develop a deep knowledge of the profession. You will be guided in your studies by our outstanding faculty. Our instructors are drawn from a talented pool of expert teachers, principals, and university researchers, with expertise in a wide variety of subject areas. Ninety percent of our instructors have doctoral degrees. Faculty have published books, research articles, and have won multiple awards for their teaching. We have an exceptional team.

Teaching is an important profession in our society. It’s challenging, complex, and highly rewarding. Our program is committed to making a difference in a world where skilled teachers play a crucial role in social change, individual well-being, environmental stewardship, and sustainable economic development. We look forward to seeing you in September.

Mary Reid, Elementary Coordinator and Arlo Kempf, Secondary Coordinator.

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Table of Contents

Getting Ready for September ............................................................................................................................. 4

Important Dates ................................................................................................................................................. 6

Standards of Practice for the Teaching Profession ............................................................................................ 7

MT Guiding Principles ......................................................................................................................................... 8

Master of Teaching Program Degree Requirements........................................................................................ 11

Research Project - MTRP .................................................................................................................................. 15

MT Cohort Model ............................................................................................................................................. 16

Registering for your courses ............................................................................................................................. 16

Dropped courses, Leaves of Absence ............................................................................................................... 16

Failing a course or a practicum ......................................................................................................................... 17

MT Communication Tools ................................................................................................................................ 18

Code Of Behaviour On Academic Matters ....................................................................................................... 19

Ontario College of Teachers Advisory on Electronic Communication and Social Media ................................. 19

Getting a Head Start ......................................................................................................................................... 20

TCard (ID/Access Card) ............................................................................................................................. 20

UTORid (Computer/Login Account) .......................................................................................................... 20

Get Your TCard. ........................................................................................................................................ 20

Financial Assistance .......................................................................................................................................... 21

Award Opportunities ........................................................................................................................................ 22

Research Positions ............................................................................................................................................ 26

Housing Services – St. George Campus ............................................................................................................ 27

International Students ...................................................................................................................................... 28

More Resources and Support Services ............................................................................................................. 29

Student Life ................................................................................................................................................... 29

Courses ............................................................................................................ Error! Bookmark not defined.

Departmental Contacts ................................................................................................................................... 30

Master of Teaching Staff – 11th Floor (South) .................................................................................................. 30

Additional Information ..................................................................................................................................... 32

Police Record Check Information ..................................................................................................................... 33

Frequently Asked Questions ............................................................................................................................. 34

Registration Checklist ....................................................................................................................................... 39

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Getting Ready for September

The Master of Teaching degree is a professional program with high standards and requires a high degree of personal accountability. You will be asked to treat the program as a full time job, keeping in mind the habits of a teaching professional. Please familiarize yourself with the Ontario Standards of Practice for the Teaching Profession (see page 7).

Classes will be scheduled five days per week. Full participation (and attendance) is expected in all activities associated with the Master of Teaching program (classes, practicum, conferences, special events, etc.) and is required for success.

Program Orientation occurs during the week of Labour Day. The first day of classes is the Monday of the week following Labour Day.

A Vulnerable Sector Screening and Criminal Record Check is required for students to be placed in Master of Teaching partnership schools. The requirement is stipulated by each school board, and varies from board to board. Please refer to pages 33-38 for more information, Frequently Asked Questions (FAQs), and the police record check requirements for each of the MT partner boards.

We advise that you apply for your Vulnerable Sector Police Screening now. For details see pages 33-38 and visit this site http://www.oise.utoronto.ca/ro/Police_Checks/ Please note: the police check can take up to 12 weeks to process so you must start the process upon accepting the offer of admission to the program. There are no exceptions. You will not be able to enter a practicum school without a completed police check. Failure to have a completed police check will result in a missed (i.e., failed) practicum.

Keep the police check in a safe place until it is required for practicum (police record checks are NOT submitted to OISE). You may want to make photocopies of your police record check for safe keeping.

Practicum placements take place in MT partner schools and boards and are arranged by the MT Practicum team. In preparation for practicum, please: 1. Complete your Personal Practicum Record 2. Obtain your Police Record Check 3. Read the MT Practicum Handbook and other practicum-related resources on the MT Practicum

website at http://www.oise.utoronto.ca/mt/Practice_Teaching/Forms_Resources.html

You will need to successfully complete four evaluated practicum blocks. Each block is four weeks in length and you will need to complete two in each year of study.

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If you require accommodations to support your learning needs you must access Student Services as soon as possible so that your faculty instructors and associate teachers are able to plan to meet your needs (http://www.oise.utoronto.ca/orss/).

Please check your email on a regular basis during the summer for updates and information. The email we will be using is the one that you have indicated on your online application. In September of your first year, you will be asked to use a university-issued email address as mandated by the UofT Policy on official correspondence with students, at http://www.governingcouncil.utoronto.ca/Assets/Governing+Council+Digital+Assets/Policies/PDF/ppsep012006.pdf. At that time, our email communication will be directed to the new university email.

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Master of Teaching Program 2016-17 Academic Year

Important Dates

Orientation for year 1 students September 7 - 8, 2016 Fall Term September 12 - December 16, 2016 Winter Term January 2 - April 13, 2017 Fall Term: Observation Dates: October 21 and 28, 2016 Practicum Dates: October 31 - November 25, 2016 Winter Term: Observation Dates: February 3 and February 9, 2017 Practicum Dates: February 13 - March 10, 2017 University of Toronto closed for Christmas/New Year December 21, 2016 to January 1, 2017 inclusive

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Standards of Practice for the Teaching Profession

Introduction The Standards of Practice for the Teaching Profession provides a framework of principles that describes the knowledge, skills, and values inherent in Ontario's teaching profession. These standards articulate the goals and aspirations of the profession. These standards convey a collective vision of professionalism that guides the daily practices of members of the Ontario College of Teachers. The Purposes of the Standards of Practice for the Teaching Profession are:

to inspire a shared vision for the teaching profession to identify the values, knowledge and skills that are distinctive to the teaching profession to guide the professional judgment and actions of the teaching profession to promote a common language that fosters an understanding of what it means to be a member of

the teaching profession.

The Standards of Practice for the Teaching Profession are: Commitment to Students and Student Learning Members are dedicated in their care and commitment to students. They treat students equitably and with respect and are sensitive to factors that influence individual student learning. Members facilitate the development of students as contributing citizens of Canadian society. Professional Knowledge Members strive to be current in their professional knowledge and recognize its relationship to practice. They understand and reflect on student development, learning theory, pedagogy, curriculum, ethics, educational research and related policies and legislation to inform professional judgment in practice. Professional Practice Members apply professional knowledge and experience to promote student learning. They use appropriate pedagogy, assessment and evaluation, resources and technology in planning for and responding to the needs of individual students and learning communities. Members refine their professional practice through ongoing inquiry, dialogue and reflection. Leadership in Learning Communities Members promote and participate in the creation of collaborative, safe and supportive learning communities. They recognize their shared responsibilities and their leadership roles in order to facilitate student success. Members maintain and uphold the principles of the ethical standards in these learning communities. Ongoing Professional Learning Members recognize that a commitment to ongoing professional learning is integral to effective practice and to student learning. Professional practice and self-directed learning are informed by experience, research, collaboration and knowledge.

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MT Guiding Principles

The MT program is framed by the following Guiding Principles: 1) Teaching Excellence 5) School/Field/University Partnerships 2) Equity, Diversity and Social Justice 6) Faculty Collaboration 3) Research Informed and Infused Practice 7) Coherence 4) Cohort-Based Learning Communities

Wherever possible and appropriate, course development should be guided by these principles. Below are examples of how some of the principles can be thoughtfully considered in the course development process.

Principle

Excerpts from the Ontario College of Teachers’ “Resource Guide for

Accreditation” The [MT] program will enable students to acquire knowledge and skills pertaining to the following:

Considerations for Instructors

Ministry http://www.edu.gov.on.ca/eng/teachers/ITE/resourc

es/accreditation.html

& OISE Resources

Teaching Excellence:

As it relates to technology

The intersection of technology, pedagogy and content knowledge for instruction, assessment, creation, collaboration, and communication.

Locating and evaluating technology resources and tools for different purposes and to model critical viewing, representing, and thinking for students

Ensuring and modeling safe, ethical, healthy, and responsible use of technology and digital social media tools.

Using technology to enhance differentiation, collaborative learning, and construction and mobilization of knowledge as well as to encourage innovation, intellectual curiosity, and creativity.

The understanding of students as knowledge creators and the role of technology in supporting this. (p. 10)

Provide opportunities for candidates to explore and share their findings about technologies relevant to the course content

Find opportunities to model the use of technology to enhance collaboration, assessment, knowledge building, conceptual understanding, etc.

Co-plan and/or co-teach with other instructors to develop integrated technology activities or assessments

Invite modeling and/or instruction regarding various digital technologies by Ed Commons.

Ministry:

Assistive Technology Tools

Harnessing the Learning Potential of Interactive Whiteboards

A Shifting Landscape: Pedagogy, Technology, and the New Terrain of Innovation in a Digital World A Pilot Study of Local Innovation in Participating School Boards - Final Report

Learn, Teach, Lead Resources

OISE:

Ed Commons

Centre for Science, Mathematics and Technology

Equity, Diversity & Social Justice

Equity, diversity, inclusion and social justice and the key role of teachers in identifying and eliminating barriers and creating social change.

The use of culturally relevant and

Does my syllabus incorporate considerations of the diversity of the Ontario context that enable all students to see themselves reflected?

How can I incorporate Elders, cultural and

Ministry: Ontario’s Equity And Inclusive Education Strategy and Quick Facts: Ontario’s Equity and Inclusive Education Strategy

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responsive content, instruction and assessment to engage all students, support positive identity development, and address individual students’ strengths, interests, and needs, particularly for members of under-served communities or groups.

The responsibility of teachers to take into consideration the histories and contemporary experiences of members of marginalized and/or under-served communities.

The importance of working from an asset-based orientation.

Cultural proficiency and cross-cultural and intercultural communication and relationship-building. (p. 27)

faith leaders, LGBTQ speakers and representatives from diverse communities who might give presentations and demonstrations of different cultural ways of knowing and being in my course?

How does my course support teacher candidate interest in social issues in schools and communities?

How will I explicitly incorporate materials and activities representing diverse approaches to the knowledge and skills in the Ontario curriculum?

How will I model specific ways to support students who are members of marginalized and/or under-served communities?

How will I respond to the specific equity needs of the group for whom this course?

Equity and Inclusive Education in Ontario Schools: Guidelines for Policy Development and Implementation

How Do We Know We Are Making A Difference? A Reflective Tool for School and System Leaders on the Implementation of Ontario’s Equity and Inclusive Education Strategy

Learn, Teach, Lead Resources

Education For All

Culturally Responsive Pedagogy: Towards Equity and Inclusivity in Ontario Schools

OISE (Centre for Urban Schooling): CRRP Initiative

Putting Inner City Students First

Resources for Teachers Equity, Diversity &

Social Justice:

As it relates to Aboriginal Education

Methods to allow students to see themselves in the curriculum through their backgrounds, experiences and knowledge in culturally relevant and responsive ways, including those that reflect traditional First Nation, Métis and Inuit (FNMI) ways of being and knowing (p. 12).

FNMI understandings about human development including a focus on the interconnections and relationships between spirit, emotions, intellect and body as well as the understanding of growth through connectedness (p. 14)

Strategies for incorporating FNMI pedagogies in particular subject area teaching (p. 20)

FNMI ways of thinking about the kinds of differences associated with special education needs (p. 22)

Effective practices to incorporate culture, language, backgrounds and experiences, community knowledge, perspectives and

How does my course syllabus reflect First Nation, Métis and Inuit (FNMI) content, perspectives, traditional practices, and ways of knowing?

How does my course model ways to incorporate FNMI resources and perspectives in relation to the subject area?

How does my course model FNMI learning methods such as storytelling, presence of Elders/senators or cultural resource people as guest speakers, or use of discussion circles?

Ministry:

Aboriginal Education Strategy’s Teaching Resources and Strategies for Elementary and Secondary Classrooms

Literacy Numeracy Secretariat’s Integrating Aboriginal Teaching and Values into the Classroom

Learn, Teach, Lead Resources

OISE: Deepening Knowledge resources for teachers and Teacher Candidates Deepening Knowledge resources available for OISE teacher educators? Indigenous Education Network (In addition, instructors might consider accessing the Truth and Reconciliation

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student contributions and how these elements are connected to identities, including students of FNMI heritage, of multicultural identities, and those marginalized due to sexual orientation and gender identity (p. 31) (See also First Nation, Métis and Inuit Perspectives, Cultures, Histories and Ways of Knowing, pp. 28-29.)

Commission’s Resources)

Research Informed and Infused Practice

How to access, interpret, evaluate and use educational research literature as well as large and small scale assessment data to make informed decisions about its usefulness in a particular context.

Collection and use of data in conjunction with other information and knowledge to make instructional decisions to facilitate learning.

Knowledge of and capacities to engage in the iterative process of inquiry to facilitate student learning.

Capacities to collaborate with other colleagues around shared questions and areas of interest, looking at evidence and research, theory or other bodies of knowledge in order to make precise, personalized pedagogical decisions and determine next steps. (p. 8)

Their role as teacher inquirers seeking further understanding of their students and their own practice to enhance student learning.

The importance of teachers taking “an assessment for learning and as learning approach” to their own professional learning as models and capacities to undertake reflection.

Understanding of the wide range of sources of data (behaviours, written work and other products, conversations, oral communication and presentations) and how to collect and analyze these data.

Understanding of the student as the focus and source of information to inform planning and assessment. (p. 9)

To develop an “inquiry stance” and research “state of mind” instructors might consider: Identifying the research background, skills

and experience students bring into the course.

Making explicit the research skills being developed in course activities and assignments, e.g., reviewing literature, collecting data, analyzing data, etc.

Bringing various sources of data into course content, e.g., TDSB Census Data,

Toronto Community Health Profiles, Statistics Canada, EQAO Results, PISA Key Findings, Poverty Data, etc. Conducting a class research project where

data is collectively gathered and analyzed together.

Ministry: Leaders in Educational Thought Webcasts for Educators

Inspire: What Works? Research Into Practice Mobilizing Research into Practice in Meaningful Ways Inspire: Capacity Building Series Learn, Teach, Lead Resources OISE: New OISE-led Research grants from January 2012-June 2014

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Master of Teaching Program Degree Requirements

The two-year Master of Teaching degree is composed of the equivalent of 20 half-courses, including practice teaching and a major research paper, and is undertaken on a full-time basis. Normally, advanced standing is not granted in this program. In addition to the coursework (including practice teaching), all candidates must successfully complete a Master of Teaching research project (MTRP) by the end of the program of study in order to graduate and receive the MT degree and a recommendation to the Ontario College of Teachers for an Ontario Teachers' Certificate of Qualification.

Master of Teaching Program Courses 2016-2018

(the sequence of courses may vary)

Primary/Junior (JK to Grade 6) 18 half-courses plus two practicum courses = 20 courses

First Year Courses - Academic Session One (September-April, Year One) CTL7000H – Curriculum and Teaching in Literacy CTL7001H – Educational Professionalism, Ethics and the Law CTL7002H – Curriculum and Teaching in Mathematics CTL7004H – Practice Teaching (Year 1) CTL7006H – Reflective Teaching and Inquiry into Research in Education CTL7011H – Child and Adolescent Development and Learning CTL7014H – Fundamentals of Teaching and Learning CTL7018H – Curriculum and Teaching in Science and Environmental Education* Intersession - Academic Session Two (May-June) CTL7008H – Introduction to Special Education and Mental Health CTL7071H – Curriculum and Teaching in Visual Arts and Physical Education* Summer Courses – (July-August) CTL7016H – Integrating Technology into the Classroom: Issues and Activities CTL7019H – Supporting English Language Learners Second Year Courses CTL7005H – Practice Teaching (Year 2) CTL7009H – Anti-Discriminatory Education CTL7010H – Issues in Numeracy and Literacy CTL7015H – From Student to Professional CTL7017H – Curriculum and Teaching in Music, Dance and Drama CTL7071H – Curriculum and Teaching in Visual Arts and Physical Education CTL7072H – Curriculum and Teaching in Social Studies and Aboriginal Education* Two electives (area)-to be scheduled in evenings, one per term and continue during practicum *This course may be offered in the Intersession, Summer, or Year 2

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Religious Education All MT program candidates interested in teaching in the Roman Catholic Separate School system can choose to take the Religious Education elective course through OISE’s Continuing and Professional Learning office. This course is required by the Catholic Boards as a pre-requisite for a job interview and as a condition of employment. This course is offered in the first year of the Master of Teaching program and is in addition to the degree's program requirements. The course does not count as an additional credit for your program. Please visit the following site for more details http://conted.oise.utoronto.ca/Religious_Education.html

Master of Teaching Program Courses 2016-2018

(the sequence of courses may vary)

Junior/Intermediate (Grades 4 to 10) 18 half-courses plus two practicum courses = 20 courses

First Year Courses - Academic Session One (September-April, Year One) CTL7000H – Curriculum and Teaching in Literacy CTL7001H – Educational Professionalism, Ethics and the Law CTL7002H – Curriculum and Teaching in Mathematics CTL7004H – Practice Teaching (Year 1) CTL7006H – Reflective Teaching and Inquiry into Research in Education CTL7011H – Child and Adolescent Development and Learning CTL7014H – Fundamentals of Teaching and Learning CTL7018H – Curriculum and Teaching in Science and Environmental Education Intersession - Academic Session Two (May-June) CTL7009H – Anti-Discriminatory Education CTL7016H – Integrating Technology into the Classroom: Issues and Activities Summer Courses – (July-August) CTL7008H – Introduction to Special Education and Mental Health CTL7013H –Arts in Education Second Year Courses CTL7005H – Practice Teaching (Year 2) CTL7010H – Issues in Numeracy and Literacy CTL7015H – From Student to Professional CTL7019H – Supporting English Language Learners CTL7072H – Curriculum and Teaching in Social Studies and Aboriginal Education Two electives (area) - to be scheduled in evenings, one per term and continue during practicum One curriculum subject certification course (from CTL7050 to CTL7058) In the Junior/Intermediate certification program, students take one subject specialization course in year two: (List of teachables subject to change)

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J/I Subject Specialization Courses CTL7050H – Intermediate Teaching Subject – English (First Language) CTL7051H – Intermediate Teaching Subject – French (Second Language) CTL7053H – Intermediate Teaching Subject – Health and Physical Education CTL7054H – Intermediate Teaching Subject – History CTL7055H – Intermediate Teaching Subject – Mathematics CTL7058H – Intermediate Teaching Subject – Science – General Religious Education All MT program candidates interested in teaching in the Roman Catholic Separate School system can choose to take the Religious Education elective course through OISE’s Continuing and Professional Learning office. This course is required by the Catholic Boards as a pre-requisite for a job interview and as a condition of employment. This course is offered in the first year of the Master of Teaching program and is in addition to the degree's program requirements. The course does not count as an additional credit for your program. Please visit the following site for more details http://conted.oise.utoronto.ca/Religious_Education.html

Master of Teaching Program Courses 2016-2018

(the sequence of courses may vary)

Intermediate/Senior (Grades 7 to 12) 18 half-courses plus two practicum courses = 20 courses

In the Intermediate/Senior certification program, students specialize in two curriculum subject certification courses. They take the courses listed below in addition to their specialization courses. First Year Courses - Academic Session One (September-April, Year One) CTL7001H – Educational Professionalism, Ethics and the Law CTL7004H – Practice Teaching (Year 1) CTL7006H – Reflective Teaching and Inquiry into Research in Education CTL7011H – Child and Adolescent Development and Learning CTL7012H – Issues in Secondary Education CTL7014H – Fundamentals of Teaching and Learning One curriculum subject certification course (CTL7020Y to CTL7041Y) Intersession - Academic Session Two (May-June) CTL7007H – Authentic Assessment CTL7019H – Supporting English Language Learners Summer Courses – (July-August) CTL7009H – Anti-Discriminatory Education CTL7070H – Issues in Secondary Education 2

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Second Year Courses CTL7005Y – Practice Teaching (Year 2) CTL7008H – Introduction to Special Education and Mental Health CTL7015H – From Student to Professional CTL7016H – Integrating Technology into the Classroom: Issues and Activities One teachable course (CTL7020Y to CTL7041Y) Two electives (area) - to be scheduled in evenings, one per term and continue during practicum I/S Specialization Courses The Intermediate/Senior students must have two teaching subjects. Students must select one teaching subject from the following list as their first teaching subject and one as their second teaching subject: (List of teachables subject to change) CTL7020Y – Curriculum and Teaching in English CTL7021Y – Curriculum and Teaching in History CTL7022Y – Curriculum and Teaching in Mathematics CTL7023Y – Curriculum and Teaching in Science: Biology CTL7024Y – Curriculum and Teaching in Science: Chemistry CTL7025Y – Curriculum and Teaching in Science: Physics CTL7026Y – Curriculum and Teaching in Science: General CTL7027Y – Curriculum and Teaching in Social Sciences - General CTL7029Y – Curriculum and Teaching in Music: Instrumental CTL7030Y – Curriculum and Teaching in Music: Vocal CTL7031Y – Curriculum and Teaching in Health and Physical Education CTL7034Y – Curriculum and Teaching in French as a Second Language CTL7041Y – Curriculum and Teaching in Religious Education Religious Education All MT program candidates interested in teaching in the Roman Catholic Separate School system can choose to take the Religious Education elective course through OISE’s Continuing and Professional Learning office. This course is required by the Catholic Boards as a pre-requisite for a job interview and as a condition of employment. This course is offered in the first year of the Master of Teaching program and is in addition to the degree's program requirements. The course does not count as an additional credit for your program. Please visit the following site for more details http://conted.oise.utoronto.ca/Religious_Education.html

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Research Project - MTRP

Research is at the core of the Master of Teaching degree program. A unique aspect of your experience as an MT student is that you have course-based opportunities to learn about educational research methodologies, to conduct research in an area of specialization that interests you, and to produce graduate level scholarship.

The two courses that formally support this work include:

Academic Session 1 CTL7006: Reflective Teaching and Inquiry into Research in Education (Research 1) Academic Session 2 CTL7015: From Student to Professional (Research 2) The culminating assignments for these courses will be the Master of Teaching Research Papers (MTRP). In Year 1 you will engage the research literature in your chosen field of study and write a review article. Following your review of the scholarship, you will be asked to formulate a critical inquiry question to guide a small-scale research study that you will conduct in Year 2. Whether you choose to conduct a document-based inquiry or a small scale qualitative study, in Year 2 you will collect and analyze data and share your findings in a final paper.

The purpose of the MTRP is for MT students to both engage and produce intellectually challenging graduate-level studies of educational research and academic scholarship. Findings from your research will inform your own teaching practice and professional identity as teacher-researchers. You will also be encouraged and supported to share your findings with the education community through avenues for publication and participation in educational research conferences.

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MT Cohort Model

Each student in the Master of Teaching program is part of a cohort of 25-30 students enrolled in the same division (PJ, JI, or IS). Each cohort has all of their classes together, with the exception of the teachable subjects in Junior/Intermediate and Intermediate/Senior, as well as the electives in Year 2. The MT program is deeply committed to a cohort-based teacher education model because of the many benefits to students, including the opportunity it creates for the development of a community of learners.

Registering for your courses

The MT program will place each student into an assigned cohort, and following this we will communicate the courses (as well as proper sections and lecture numbers) for which you need to enrol. There is a space in every course for every MT student, so course enrolment is not done on a first-come, first-served basis. We ask that you patiently wait until we contact you with more details about this process. Please note that with the exception of electives (and teaching subject courses for Junior/Intermediate and Intermediate/Senior students) you must take all of your courses with your cohort in order to complete your program on time and be certified as a teacher by the Ontario College of Teachers.

Dropped courses, Leaves of Absence

As a graduate student at the University of Toronto you are entitled to add and drop graduate level courses at OISE. However, these decisions can have significant impact on your time at OISE. Please note that altering your program will likely result in additional fees, delayed graduation, and delayed certification with the Ontario College of Teachers (in addition to separating you from your cohort). Most MT courses are required courses, and the timing of course offerings is subject to change and may differ from term to term by cohort. If you are considering a change of any kind to your program such as dropping a course or taking a leave of absence, please speak to your Program Coordinator as your first step in order to clearly understand the potential consequences of your decision. While any program changes will need to be processed through the Registrar’s Office, all requests need to initially come through the MT Program Coordinators. Coursework Extension If you are struggling to finish course work for a particular class as a result of exceptional circumstances which you feel warrant some extra time, you can apply for an extension using the Extension to Complete Coursework form, found online at the link below. Your request needs to be supported (and the form needs to be signed) by your instructor, so it is best to speak with your instructor before undertaking the process. If your instructor approves the extension and signs your form, you will need to submit your form in hard copy to Terry Louisy, CTL Coordinator, Graduate Programs, at [email protected]. Link to Coursework Extension Form: http://www.oise.utoronto.ca/ro/UserFiles/File/Graduate%20Registration/ExtensiontoCompleteCoursework.pdf

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Failing a course or a practicum

MT instructors are committed to supporting student success alongside the creation and maintenance of a culture and practice of academic integrity. If you are struggling in a course, please speak with your instructor sooner rather than later in order to share your concerns and work on a plan of action to support successful completion of the course. If you have taken these steps and you are still having trouble, please contact the appropriate Program Coordinator. Please note that failing a course will likely result in additional fees, delayed graduation, and delayed certification with the Ontario College of Teachers (in addition to separating you from your cohort). If you are struggling in your practicum, please speak with your Faculty Advisor immediately. Please see your

Practicum Handbook for more information. Please note that a failed practicum will result in additional fees, and may

delay graduation and certification with the Ontario College of Teachers.

For concerns about a particular course, please speak to your instructor directly. If you are unable to resolve your concerns after speaking with your instructor, you can contact the appropriate Program Coordinator.

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MT Communication Tools

Pepper sign-on information In the MT program, our primary communication system is Pepper. Pepper is a web based collaborative workspace. This is where students can expect to find information about things like: program announcements, committees, special events, course details (e.g., electronic copies of course outlines, readings), etc. Students are automatically registered in Pepper at the beginning of their program, and are responsible for checking Pepper on a frequent basis for important information. You can login in to Pepper at the following URL: https://pepper.oise.utoronto.ca/pepper2/source/client/Signin.php The Master of Teaching Student Association (MTSA) The Master of Teaching Student Association was founded in 2011-2012 and serves to represent Master of Teaching students and foster a unified community within the MT program through the organization of a number of popular events. For more information, see the MTSA folder on Pepper.

The Communications Committee The MT Communications Committee serves as a regular and ongoing communication link between instructors and students and provides a way for all cohorts in the program to share information, ask questions and, when necessary, raise concerns. Membership is comprised of the MT administrative team, representatives from the MTSA and student representatives from each cohort. Social Media The Department of Curriculum, Teaching and Learning has an official Twitter page. Stay connected with events and news by following us @CtlOise. The CTL Students’ Association also has a very active Twitter page @CTLSA_OISE. Currently, the MT Program does not have an official Facebook or Twitter account. For official answers to your questions, please contact us directly at [email protected].

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Code Of Behaviour On Academic Matters

Plagiarism The Office of Teaching Advancement of the University of Toronto posts the following definitions of plagiarism on its Website: http://academicintegrity.utoronto.ca/ What is plagiarism? Plagiarism, as defined in the [University of Toronto] Code of Behaviour on Academic Matters (Appendix A, Item p). . . is contained in the original (1621) meaning in English: "the wrongful appropriation and purloining, and publication as one’s own, of the ideas, or the expression of the ideas ... of another." This most common, and frequently most elusive of academic infractions is normally associated with student essays. Plagiarism can, however, also threaten the integrity of studio and seminar room, laboratory and lecture hall. Plagiarism is at once a perversion of originality and a denial of the interdependence and mutuality which are the heart of scholarship itself, and hence of the academic experience. Instructors should make clear what constitutes plagiarism within a particular discipline. The Code of Behaviour on Academic Matters (University of Toronto, Governing Council Secretariat, 1995, B.1. d-f) reads as follows: It shall be an offence for a student knowingly: • to represent as one's own any idea or expression of an idea or work of another in any academic examination or

term test or in connection with any other form of academic work, i.e., to commit plagiarism [wherever in the Code an offence is described as depending on “knowing”, the offence shall likewise be deemed to have been committed if the person ought to have known];

• to submit, without the knowledge and approval of the instructor to whom it is submitted, any academic work for which credit has previously been obtained or is being sought in another course or program of study in the University or elsewhere;

• to submit any academic work containing a purported statement of fact or reference to a source which has been concocted.

Please view the link below to read the Code of Behaviour on Academic Matters. www.governingcouncil.utoronto.ca/policies/behaveac.htm

Ontario College of Teachers Advisory on Electronic Communication and Social Media In year two of the MT Program you will complete the application to become a member of the Ontario College of Teachers (OCT). However, you may wish to begin to familiarize yourself with the OCT requirements and resources found at http://www.oct.ca/home.aspx?lang=en-CA. The release of the College Advisory on Electronic Communication and Social Media may be of particular interest to you, especially should you need to review and consider the contents and access of any aspects of your own on-line social media presence. For more on the advisory see http://professionallyspeaking.oct.ca/june_2011/go/?lang=en-CA.

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Getting a Head Start http://www.oise.utoronto.ca/ec/Students/Headstart/ Your first few days of the academic year are going to be hectic: registration, fees, courses, course materials, accommodations. We wish to give you a head start by getting some things out of the way before the September crunch. The two most important things a student will need are: TCard and UTORid.

TCard (ID/Access Card) Student identification In-person library privileges Student activities and services Facility access Memory chip provides 'cash value' for photocopies, computer printing and meal plan Off-campus housing information

UTORid (Computer/Login Account) UTmail+, your @mail.utoronto.ca address Online library privileges UofT Blackboard Learning Portal, the online home for your classes and groups Computer access to OISE computer labs and all UofT Libraries Wireless Internet access on campus

Get Your TCard.

The TCard – the U of T student card – is our official university identification and is issued to all U of T students. You will need a TCard to get access to resources like the campus libraries, the Athletic Centre, student housing information and to activate your UTORid account. The TCard Office is located on the second floor of Robarts Library at the corner of St.George St. and Harbord St. Beginning in June you may visit the TCard Office in order to avoid the long line ups in September. For TCard office hours and required identification documentation, visit the TCard office website: TCard Office: www. http://tcard.utoronto.ca UofT Libraries: www.library.utoronto.ca Athletic Centre: www.athletics.utoronto.ca Student Housing: www.housing.utoronto.ca

Get Your UTORid account after you have your TCard. Many technology-related services that are supported centrally by the University of Toronto require a UTORid account. A UTORid account gives you access to such services as the wireless network, computer access within U of T libraries and OISE computer labs, and the UofT Blackboard student learning portal. As part of the UTORid setup process, you will be asked to setup an e-mail address on the UTmail+ system ([email protected]). New students "activate" your account on the UTORid main site using the secret activation key received with your TCard: UTORid main site: www.utorid.utoronto.ca Blackboard Learning Portal: portal.utoronto.ca Wireless Internet information: wireless.utoronto.ca Please note that once you set up your UT email address, your student record (on ACORN) will be updated to reflect your official university email. Therefore, we may be contacting you at the new email address. Please check your UT email periodically for messages from us (or forward your UT emails to another account that you access frequently).

ACORN replaced the ROSI student web service as the student facing online records system at U of T.

The UofT Policy on Official Correspondence with Students mandates that all students must have a university-issued

e-mail address that is recorded in ACORN. Activating your UTmail+ is essential.

Caution: Forwarding UTORmail accounts to Hotmail tends to be unreliable – you should avoid forwarding to this service. Mail delivery to these accounts can often be delayed by several days or not be delivered at all. http://help.ic.utoronto.ca/content/16/162/en/forwarding-email-from-utormail.html

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Financial Assistance

http://www.oise.utoronto.ca/ss/Financial_Aid_Awards/index.html

Ontario Student Assistance Program (OSAP) http://www.oise.utoronto.ca/ss/Financial_Aid_Awards/OSAP/index.html#osap OSAP is in place to supplement the financial resources of students and their families in order to help meet education-related costs. It is important to note that OSAP allowances may not necessarily cover all of your actual educational and living expenses. 2016-2017 OSAP Applications will be available on the OSAP website in May 2016. New students should apply by June 30th to ensure their funds are available when classes begin in September: https://osap.gov.on.ca/OSAPPortal

University of Toronto's Advance Planning for Students (UTAPS) program http://www.adm.utoronto.ca/financial-aid/u-of-t-advance-planning-for-students-utaps/ UTAPS is a grant awarded by Enrolment Services for those whose financial need exceeds the OSAP maximum. You are automatically considered for UTAPS if you applied for OSAP. Out-of-province students who have applied for government assistance are also eligible for UTAPS but must apply online in Fall 2016 at http://www.adm.utoronto.ca/financial-aid/u-of-t-advance-planning-for-students-utaps/utaps-application-procedure-for-current-u-of-t-students/.

OISE Bursary Program The program provides non-repayable financial assistance to Graduate Students who are in need. http://www.oise.utoronto.ca/ss/Financial_Aid_Awards/The_OISE_Bursary_Program/index.html

To be eligible for an OISE bursary:

You must be a currently registered full-time graduate student

You are expected to rely on OSAP (or another provincial government assistance program) up to the maximum loan amount before applying for bursary assistance.

During their first year of study, students are expected to contribute a minimum of $2500 to their educational expenses from either savings or from study-period employment.

OISE Bursaries are assessed AFTER your OSAP and UTAPS amounts are confirmed in early October.

International students, though not eligible to apply for general bursary assistance, may apply for emergency assistance. If you are having difficulty meeting your education costs, please call the Office of the Registrar and Student Services front desk at 416-978-4300 to inquire about the options that may be available to you.

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Award Opportunities

School of Graduate Studies: Scholarships and Awards website http://www.sgs.utoronto.ca/currentstudents/Pages/Scholarships-and-Awards.aspx

OISE Scholarship Opportunities website http://www.oise.utoronto.ca/oise/Current_Students/Graduate_Student_Funding/Scholarship_Opportunities/index.html

OISE Internal Awards website: http://www.oise.utoronto.ca/oise/Current_Students/Graduate_Student_Funding/Scholarship_Opportunities/OISE_Internal_Aw

ards/index.html

Key eligibility requirement: Students must be registered full-time to accept the following awards. Please read all eligibility criteria and application information on the agency websites.

External Awards:

Canada Graduate Scholarship – Master’s (CGS-M) Program (deadline: December 1, 2016)

http://www.nserc-crsng.gc.ca/Students-Etudiants/PG-CS/CGSM-BESCM_eng.asp

CIHR – Frederick Banting and Charles Best Canada Graduate Scholarships NSERC – Alexander Graham Bell Canada Graduate Scholarships SSHRC – Joseph-Armand Bombardier Canada Graduate Scholarships

CIHR, NSERC and SSHRC support and promote high-quality research in a wide variety of disciplines and areas, which are divided into broad fields of research (health, natural sciences and engineering, and social sciences and humanities). Applicants must ensure that they select the most appropriate granting agency for their field of research.

$17,500 for 12 months, non-renewable

Students must be registered full-time to take an award. May not hold full-time employment.

Canadian citizen or permanent resident at time of application

Applicants must have completed no more than 12 months at the graduate level by the expected start date of the award

Pursuing a first graduate degree

Overall average of at least A-, 80%, or a GPA of 3.7/4.0 in most recent 2 years.

Ontario Graduate Scholarship (OGS) (deadline: late Fall or early Winter)

Current value is a minimum of $10,000 (2 consecutive terms) to $15,000 (maximum 3 consecutive terms)

Open to Visa and domestic students

http://www.sgs.utoronto.ca/currentstudents/Pages/Ontario-Graduate-Scholarship.aspx

Overall average of at least A-, 80%, or a GPA of 3.7/4.0 (calculations differ depending on what year you are currently in).

Students must be registered full-time at the time of taking the award.

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OISE Internal Awards (Entrance) **All students are automatically considered for these awards. If you are chosen to be a recipient, you will be notified in June 2016.

M. Penelope Carter One award will be granted by the OISE Awards Committee to a person admitted to the MT program in the Intermediate/Senior divisions who will enrol in English. The recipient must have graduated from the University of Toronto with high academic standing in a Specialist or Major Program in English. Financial need of the applicant will also be considered. James F. Johnson Masonic Award The recipient will be a student who is entering the MT in Secondary School Music Education (Intermediate-Senior) at OISE and either has a degree in Music, or is registered concurrently in the Faculty of Music. Successful candidates will be selected based on the qualities of high academic achievement and strong leadership and teaching competencies. Anne Millar Graduate Student OSOTF Fellowship This award is made to the student who has applied to the MT program and received the highest entry score. The Anne Millar Graduate Student Fellowship The fellowship will be awarded to the prior year's recipient of the Anne Millar Graduate Student OSOTF Fellowship upon entry into year two of the MT Program, subject to confirmation by the Master of Teaching academic faculty. Dr. and Mrs. R. L. Peterson Memorial Entrance Award One or more awards will be awarded to a person(s) admitted to the Intermediate/Senior division of the OISE MT program who will enrol in Science (Biology, Chemistry, Physics or Science General) and who best demonstrate(s) a commitment to conservation and activities providing preparation for a career in teaching. Candidates must also have good academic standing and demonstrate financial need. Roseanne Runte Award One award will be granted by the OISE Awards Committee to a student admitted to the MT program. Preference will be given to a female student who shows evidence of commitment to pursuing a career in education and promise as an educational leader. In addition, financial need must be demonstrated. Jean Stirling Entrance Award One or more awards will be made to students on the basis of financial need and academic merit who have been admitted to the MT program in Physical and Health Education. Preference will be given to female students who are university graduates in physical education or kinesiology. Keith and Leta Torrie To be awarded to a University of Toronto B.Sc. (Major or Specialist) in one of mathematics, physics, chemistry (or a closely related discipline such as astronomy or statistics) student accepted into the MT program at OISE. Preference will be given to students satisfying the above and applying for the elementary program.

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OISE Internal Awards (In-Course)

Mary Stager Graduate Student Award To be awarded to a graduate student enrolled in a program in OISE/UT with a focus on urban schooling. Student is selected by the faculty. OISE Faculty-Wide Awards Student application deadline in March. Aboriginal Scholarship for OISE Students The scholarship, with a value of $12,000, will be awarded annually to an Aboriginal student who will be registered on a full-time basis in a graduate degree program at OISE.

Bursary for Aboriginal Students This award is open to all full-time Aboriginal candidates (Inuit, Native, Status Indian, Non-Status Indian, Aboriginal Members of First Nations, or Metis). Christopher Parker Memorial Fund The fund was established through a foundation at the Ontario Institute for Studies in Education to provide a one-time grant to support full-time graduate students with disabilities to enable them to continue their studies when financial emergencies occur. Hetty C. Chu Memorial Entrance Scholarship The Fellowship, with a value of $800, has been established for a full-time OISE student with demonstrated potential and promise of service to the educational or related fields. Keith A. McLeod Scholarship Keith A. McLeod, a professor of education at the University of Toronto for over 25 years, established a scholarship with an award or awards to total $1,500 per year to give support to students in the field of culturally oriented community organizations and their educational endeavours, or who are studying the educational roles of libraries, museums, galleries, conservatories, or voluntary associations, or studying the cultural context of a school community or educational communities. Margaret I. Hambly Entrance Scholarship The Ontario Institute for Studies in Education established the Margaret I. Hambly Fund in memory of the Institute's first Registrar. The fund is intended primarily for persons over thirty-five years of age who are residents of Canada and who are returning to continue their studies after being out of the work force for a number of years. Norma Brock Bursary Four awards of $5000 each will be awarded. Preference will be given to single parents and/or students who are returning to school from the workplace.

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Wilfred Rusk Wees Fellowship To qualify for consideration the applicant must read Dr. Wees' doctoral thesis entitled “The Effect of the Form of Presentation on the Form of Reproduction of Prose Passages” and submit a 2,500 word essay on the thesis. William Waters Scholarship in Urban Education OISE is offering scholarships to promote excellence in teaching in the urban classroom. The successful candidates will be experienced teachers entering a full-time master's program with an interest in questions of social justice and school success for students from economically disadvantaged neighbourhoods attending underperforming schools. In addition to the requirements set out by the graduate program, the successful scholarship recipients will be invited to join the Centre for Urban Schooling and participate in the wide variety of activities related to research, professional development, advocacy and teacher education promoted by the Centre over the course of the year.

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Research Positions

Graduate Assistantships (GA)

Research opportunity for an average of 10 hours per week.

Approximately $12,000 over 8 months (September-April)

http://www.oise.utoronto.ca/oise/Current_Students/Graduate_Student_Funding/Grad_Student_Jobs/Graduate_Assistantship/index.html

All interested MT students must submit an application in January to be considered for the following year.

Available to full-time students only.

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Housing Services – St. George Campus

University of Toronto St. George Campus (UTSG) is located in the vibrant downtown Toronto core, providing students with the ability to experience what the city has to offer while also providing a close-knit community feel.

The following housing options are available on the St. George campus. Visit the Housing Services website for helpful links! http://www.studentlife.utoronto.ca/hs

Residence & Family Housing Off-Campus Housing Temporary Housing

Apartment Style Bed & Breakfast Guest Houses & Inns, Homestay Services Hostels Hotels

Graduate House Graduate House is a co-ed residence and home to 423 residents. The Graduate House offers suite-style accommodations for single students sharing 3- and 4-bedroom suites. Each suite is fully furnished and contains 2-3 bathroom arrangements, a kitchen, and a living area. Located right on campus, in the heart of the city, Graduate House welcomes full-time master’s and doctoral students, along with students from the Faculties of Medicine, Dentistry, Pharmacy, Nursing, Education, and Law.

If you are interested in applying for accommodations at the Graduate House, you can visit their website at: http://gradhouse.utoronto.ca/ for their online application and residence fees.

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International Students

International Transition Advisor

OISE has partnered with the Centre for International Experience to host an international transition advisor at OISE. The advisor is available to assist all international graduate students on a large range of questions and concerns:

adjusting to Canadian life

where to find Citizenship & Immigration Canada support

accessing free resources for academic success

where to develop career strategies

or any other topic they may want to discuss Our regular advisor is currently not available. In her absence other members of the CIE international transition advisor team are all happy to field inquiries and respond to student needs. Their contact information and hours are available at www.uoft.me/transitionadvising. You are invited to book an appointment if you wish to discuss your transition into OISE and U of T! International Transition Advisor Centre for International Experience | University of Toronto Phone: 416-708-1208 | | www.cie.utoronto.ca

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More Resources and Support Services

Student Life

CTL Students’ Association http://www.oise.utoronto.ca/ctlsa/

Student Life Programs & Services - St. George Campus http://www.studentlife.utoronto.ca/

Support for Students with Disabilities and Other Needs for Accommodation http://www.oise.utoronto.ca/ss/Accessibility_Disability_Services/index.html

Human Rights & Equity http://www.oise.utoronto.ca/ss/Human_Rights_Equity/index.html

Student Unions http://www.oise.utoronto.ca/ss/Student_Unions/index.html

Special Interest Discussion and Action Groups http://www.oise.utoronto.ca/ss/Special_Interest_Discussion_and_Action_Groups/index.html

Master of Teaching Student Association (MTSA)- Rm. 11-239A

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DEPARTMENT OF CURRICULUM, TEACHING AND LEARNING

10th and 11th Floors Main Office Hours 8:30 – 4:30 416-978-0040 http://www.oise.utoronto.ca/depts/ctl/

Departmental Contacts

Master of Teaching Staff – 11th Floor (South)

Contact Email Phone#

Dr. Arlo Kempf, Program Director, MT 11-120 [email protected] Program Staff

Dr. Mary Reid, Elementary Coordinator 11-114 [email protected]

Dr. Arlo Kempf, Secondary Coordinator 11-120 [email protected]

Dr. Nick Scarfo; Chair, MT Admissions 11-122 [email protected]

Mary Lovatsis, Program Assistant and Liaison 11-124 [email protected] [email protected]

416-978-2312

Natalie DeSouza, Application Support Specialist 11-150 [email protected] 416-978-0042

Practicum Staff

Anne Marie Chudleigh, Partnership Coordinator 11-118 [email protected]

Phillippa Pothemont, Program Assistant and Liaison – Partnerships Coordination

11-104c [email protected] [email protected]

416-978-0041

David Montemurro, Practicum Coordinator(UTS) [email protected]

Dr. Liz Coulson, Practicum Coordinator 11-116 [email protected]

Susan London McNab, Practicum Coordinator 11-112 [email protected]

Dr. Ken McNeilly, Practicum Coordinator T.B.A. [email protected]

Lily Sarno, Practicum Coordinator 11-110 [email protected]

Marilyn Fraser, Program Assistant and Liaison (Practicum) Secondary

11-104b [email protected] 416-978-0149

Lynette Lobo, Program Assistant and Liaison (Practicum) Elementary

11-104a [email protected] 416-978-0152

Contact Room Email Phone #

Dr. Clare Brett, Chair

11-142 [email protected]

416-978-0132

Mr. Morgan Selvanathan, Executive Assistant 11-138 [email protected] 416-978-0034

Mr. Terry Louisy, Coordinator, Graduate Programs 11-132 [email protected] 416-978-0054

Michelle Pon, Graduate Liaison Officer 11-126 [email protected] 416-978-0051

Bessie Giannikos, Manager, Finance and Administration

11-144 [email protected] 416-978-0060

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Office of the Registrar and Student Services

8th Floor Office Hours 9:00-4:45 416-978-4300 http://www.oise.utoronto.ca/orss/

Contact Email Phone #

Admission inquiries, satisfying conditions [email protected] 416-978-4300

Registration inquiries, fee questions, deadlines

Paul Fournier, Registration Specialist, CTL Master’s students [email protected] 416-978-1636

Financial Assistance

Lise Watson, Financial Aid Officer [email protected] 416-978-2237

Student counselling, accommodations, accessibility, equity, advocacy

Jeananne Robertson, Student Success Specialist [email protected] 416-978-2448

Student Associations

Contact Room Email and Website Phone #

MT Students’ Association 10-239A

CTL Students’ Association 10-212 email: [email protected] web: http://www.oise.utoronto.ca/ctlsa/

416-978-0252

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Additional Information Code of Behaviour on Academic Matters

www.governingcouncil.utoronto.ca/policies/behaveac.htm

Code of Student Conduct

www.governingcouncil.utoronto.ca/policies/studentc.htm

Library Support

http://oise.library.utoronto.ca

Ministry of Education

www.edu.gov.on.ca

Student Services (OISE)

http://www.oise.utoronto.ca/ss/

Student Services (OISE) Graduate Workshop Series

http://www.oise.utoronto.ca/ss/Conferences_and_Workshops/index.html

Student Success Centre (OISE)

http://www.oise.utoronto.ca/ss/OISE_Student_Success_Centre_(OSSC)/index.html

General Information on Writing Support

www.writing.utoronto.ca/home

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Police Record Check Information

. A Vulnerable Sector Screening and Criminal Record Check is a requirement to be placed in Master of Teaching partnership schools. The requirement is stipulated by each school board, and varies from board to board. This document addresses the expectations for Teacher Candidates, some Frequently Asked Questions (FAQs), and the police record check requirements for each of the MT partner boards.

Expectations for Teacher Candidates Teacher Candidates are fully responsible for:

1. Applying for the police record check in time for fall practicum; 2. Keeping the police check in a safe place until it is required for practicum (police record checks

are NOT submitted to OISE); 3. Making photocopies of their police record check for safe keeping; 4. Ensuring they have the most up-to-date information for the requirement for the Board in

which they are placed, and 5. Adhering fully to the Board requirements for police record checks upon learning which school

and Board you will be placed in. IMPORTANT: As is noted in the MT Practicum Handbook, if a Principal asks a Teacher Candidate to leave a school, for any reason, including the TC has not followed the required protocol for police record checks, the Teacher Candidate will receive an unsuccessful Summative Evaluation for the practicum.

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MT Partner Boards: Police Record Check Requirements

Toronto District School Board (TDSB)

Below is information from the TDSB website: http://www.tdsb.on.ca/Community/HowtoGetInvolved/Volunteering/TutorsintheClassroom/Notices.aspx Information for Student Practicums and Volunteers The TDSB no longer accepts CPICs for student practicum placements or volunteers. Third party online clearances (like back-check) for practicum placements or volunteers are not accepted.

All student practicum participants are required to have a Vulnerable Sector Screening (VSS) completed by the police service in their area of residence (an existing VSS dated within 12 months of start date will be accepted).

The VSS must be delivered to the TDSB Police Reference Check Office before your start date (in person or by mail - faxes and e-mails are not accepted)

For additional information about Police Reference Checks, please contact: Aliki Pappas at 416-393-0759.

*************************** The TDSB Police Reference Check Office is located at: 17 Fairmeadows Avenue Toronto, Ontario M2P 1W6. Go to Office #107 in the school building located there. https://www.google.ca/maps/place/17+Fairmeadow+Ave,+North+York,+ON+M2P+1M3/@43.7547177,-79.3975232,17z/data=!3m1!4b1!4m2!3m1!1s0x882b32a0b44063f5:0x81eca08feb77cde3 The location is accessible by TTC, and the TTC’s Trip Planner will help identify the best route (e.g., buses from York Mills station run every 30 minutes.) Office hours are 8:00 am - 4:30 pm. Bring an original of your police check, they will verify they have seen the original, take a photocopy of it for their records, and return the original to you. Alternatively, you can mail your original to the office (address above) and include a stamped, self-addressed envelope and they will send the original back to you. They will ask you for the school you are going to for practicum. If you don’t have this information yet, tell them the Master of Teaching program at OISE sends a list of all TCs placed in the TDSB and their placement schools prior to the start of the practicum. Once the TDSB Police Record Check office has your check on file, it is acceptable for the entire academic year (fall and winter practicum.)

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Toronto Catholic District School Board (TCDSB)

TC's placed in a TCDSB school should be prepared to show their original Police Record Check to someone in the school office on the first Field Experience Day. Any questions call: (416) 222-8282 x2379, ask for Ine

Peel District School Board (PDSB)

Detailed information is available on the Boards’ website at: http://www.peelschools.org/jobs/crc/Pages/default.aspx The original copy of the Criminal Record Check, and any additional information requested, will become the property of the Peel District School Board, and will not be returned, copied or forwarded to any other institution or individual. The original Criminal Record Check should be hand delivered, if possible, to: Human Resources Support Services, 2nd floor 5650 Hurontario Street Mississauga, ON L5R 1C6, …in a sealed envelope addressed to Lisa Cruickshank, Employee Relations Officer, Criminal Record Checks/Professional Certification. The envelope should be marked confidential, include the applicant’s full name and nature of duties (employment, volunteer, placement, etc.), and the words “Criminal Record Check”. This is an important document. You should make a copy of your Criminal Record Check for your own records prior to submitting.

Dufferin-Peel Catholic District School Board (DPCDSB)

The original or a copy certified by a Principal or Vice Principal of the school must be held at the School and handed in when you arrive at the school for practicum.

Halton District School Board (HDSB)

The Halton District School Board requires you to hand your criminal reference check (Vulnerable screening) into the school. The original copy of the Criminal Record Check must be provided. If the applicant wishes to keep the original copy, it must be photocopied by an employee of the Halton District School Board and signed by the employee “Original seen and copied” and their signature. Updated information on the Halton public process is available on their website http://www.hdsb.ca/Careers/Pages/CriminalRecordCheckRequirements.aspx

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Halton Catholic District School Board (HCDSB)

For Universities in the Province of Ontario; Vulnerable Sector/Police checks must be submitted and please note that in order for your students to be placed as student teachers with the Halton Catholic District School Board (HCDSB), you must provide Human Resources Services (attention Joanne Jurus) documentation indicating that they are insured by our legislated, mandatory, workers insurance program in Ontario known as WSIB, Workplace Safety and Insurance Board. In addition, HCDSB will require the name and contact information of the individual at your University that we are to inform in the event a student teacher is injured while in their job placement. If this documentation is not received prior to their placement date, their placement will be cancelled. http://www.hcdsb.org/Careers/Pages/criminalRecordsCheck.aspx

York Catholic District School Board (YCDSB)

TC's placed in a YCDSB school should be prepared to show their Police Record Check to someone in the school office on the first Field Experience Day.

York Region District School Board (YRDSB)

TC's placed in a YRDSB school should be prepared to show their Police Record Check to someone in the school office on the first Field Experience Day.

Durham District School Board (DDSB)

TC's placed in a DDSB school should be prepared to show their Police Record Check to someone in the school office on the first Field Experience Day.

Durham Catholic District School Board (DCDSB)

Police checks with a date of issue within 6 months from the start date of practicum can be submitted to Sonja Ruby at the Durham Catholic Board office. (Please confirm this information by calling the Board office).

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Frequently Asked Questions

1. How do I go about obtaining my Police Record Check?

Police checks are obtained based on where you live, not where your practicum placement is expected to be. OISE’s Registrar’s Office (RO) has details. Police Department contacts and links at: http://www.oise.utoronto.ca/ro/Police_Checks/index.html. As you will note on the RO website, for those of you who live in Toronto, the Toronto Police Services requires a signed form obtained from OISE’s Registrar’s Office (8th Floor). Please bring two pieces of photo identification. You’ll find a list of appropriate ID from the website above. If you require a letter to submit to Durham Police for the student rate, please send a request to [email protected]

2. I received my Police Record Check in the mail and the date on it is April 20, 2016. When does it

expire? Police record checks have a date of issue, not a date of expiry. Someone with a police record check

issued on April 20, 2016 could commit a criminal offense on April 21, 2016, so Boards use the date of issue as the reference point.

3. I received my Police Record Check in the mail and the date on it is April 20, 2016. Will this be

acceptable for both the fall and winter practicum? With the exception of the Peel District School Board (PDSB) and the Durham Catholic District School

Board (DCDSB), Boards tend to accept a Police Record Check within 12 months from date of issue. The PDSB and DCDSB accept Police Record Checks within 6 months of date of issue.

If you have a Police Record Check issued on April 20, 2016, and you submit it to the Peel office prior to

October 20, 2016, then Peel will accept this check for the entire academic year (i.e., for both the fall and the winter practicum). In Durham the Police Check is shared with each practicum school, not submitted to a central Board office. So an April 20, 2016 Police Check should be fine for the fall practicum, but it may not be accepted by a principal in Durham for the winter practicum. (In which case a TC would plan ahead and obtain another Police Record Check.)

4. Should I submit my Police Record Check to OISE? No, OISE does not collect the police record checks. Keep your police record check in a safe place until you need it for practicum in the fall.

5. When will I know what Board I am placed in so that I can attend to the police record check

requirement for that Board? The MT Practicum Team works throughout the spring and early fall to place Teacher Candidates. The goal is to communicate placement information to each TC a few weeks prior to the first Field Experience Day. (Dates of the Field Experience Days and Practicum can be found on the Schedule on the MT Practicum website.)

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6. I had to get a Police Record Check for my summer job. The date of issue is February 1, 2016. Will I have to get another police record check, or can I use this one? If you are requesting a placement in the Peel District School Board or the Durham Catholic Board, you need to get a new police Record Check. If you are requesting a placement other than in Peel or Durham Catholic, then you should seek information directly from the relevant Board, as the February 1st date might be acceptable for the fall practicum, but not the Winter practicum. (You might consider getting another Police Record Check just to be safe.)

7. My current address is in London, Ontario, but I will be moving to Toronto in August. Where should I

apply for my Police Record Check? Apply in the region where you have a permanent address. Information about the process to obtain a police record check in Toronto, York, Peel, Halton and Durham, as well as the regions that are serviced by the OPP, is available at http://www.oise.utoronto.ca/ro/Police_Checks/index.html.

8. I am an International student arriving to Canada on September 1st. What should I do about obtaining

a police record check? Go to your local police service and tell them that your university program requires periods of unpaid student teaching and that you therefore require a Vulnerable Sector Police Screening because you will be working with young children. If the document you receive is not in English, you will need to get an official translation of the document. Once you have established residency in Ontario and have ID showing your address, you should then go to your local police service in Ontario and request a Vulnerable Sector Police Screening.

9. I have a notation on my police record check that I am worried about. Does this mean that I cannot

get a placement? The Police record screening will identify if you have a police record. It is then up to the individual school or school board to determine if the record is such that they would deny you entry to their school. A notation does not automatically mean that you cannot be placed in a school. You are encouraged to contact the Board directly to get further information, and/or contact the MT Partnership Office. You will never be asked to provide the University with specific information from the police and the University will not obtain this information from any other source.

10. Student Attendance at Professional Conferences Outside of the MT

Students can attend academic conferences outside of class time. Students who are interested in attending a professional conference during their practicum can do so only with their associate teacher.

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Registration Checklist http://www.oise.utoronto.ca/ro/Graduate_Admissions/Newly_Admitted_Students/index.html

1. Get Started Website

Read important information for newly admitted students

http://www.oise.utoronto.ca/ro/Graduate_Students/Newly_Admitted_Students/index.html

Tap Into Resources http://www.oise.utoronto.ca/ro/Graduate_Students/Newly_Admitted_Students/Tapping_into_Resources.html

Get my student card (TCard) – starting in June www.utoronto.ca/tcard

Activate my UTORid account and email www.utorid.utoronto.ca

2. Check Registration Status Website

My status says “Financial Cancelled” so I need to satisfy my conditions before I can proceed with course enrolment and fee payments.

www.acorn.utoronto.ca

My status says “Invited” so I can proceed with course enrolment and fee payments.

www.acorn.utoronto.ca

3. Course Enrolment Activate my new ACORN password www.acorn.utoronto.ca

Wait to receive the email from the MT Program about my course selections and section codes for the year

Will be sent to the email indicated on your application in July/August.

Enroll in courses www.acorn.utoronto.ca

If applicable, enroll and pay for the Religious Education course by August 22, 2016 (must be completed in Year 1).

http://conted.oise.utoronto.ca/Religious_Education.html

4. Register: Pay or Defer Fees Check my invoice on ACORN (tuition is posted at the

end of July) www.acorn.utoronto.ca

Pay fees through my bank (or financial institution) by the deadline. (We recommend that students pay fees no later than August 29, 2016)

Check back in 1-2 weeks to see if my ACORN status says “REGISTERED” for the session

OR

Request to “Register without Payment” because I am receiving a major award or have confirmation that I will hold a Graduate Assistantship position.

http://www.oise.utoronto.ca/oise/Current_Students/Graduate_Student_Funding/Administrative_Details/Deferral_of_Fees/index.html

Check to see if my ACORN status says “REGISTERED” for the session

OR

Request a Tuition Fee Deferral because I have applied for OSAP

www.acorn.utoronto.ca

Check to see if my ACORN status says “REGISTERED” for the session

Have a great academic year!