Aboriginal Teacher Education

The Faculty offers a three-year community-based Aboriginal Teacher Education Program (ATEP) at the Primary/Junior level that leads to the Baccalaureate in Education or the Certificate in Aboriginal Teacher Education. The program consists of nine sessions that include courses, community service learning and practica. Upon successful completion of the program requirements, candidates are recommended to the Ontario College of Teachers (OCT) for certification and for the Ontario Certified Teacher (OCT) designation.

Graduates of the University of Ottawa ATEP Certificate Program who submit proof of an undergraduate degree, including 15 full courses or the equivalent, within 10 years of receiving their certificate, will also receive a baccalaureate in education degree.

The program is offered to community-based groups. Please contact the Undergraduate Academic Secretariat for details

Program Details

Programs and courses

 

 

Admission Requirements

ATEP – BEd

To be eligible for consideration, applicants must:

  1. have completed at least a three-year undergraduate degree at a recognized university, or the equivalent in a foreign country, prior to July 2017;
  2. be of Aboriginal ancestry;
  3. demonstrate proficiency in a Native language
  4. have acquired relevant experience and skills.

N.B. Grades obtained for graduate, college and CEGEP courses will not be counted in the admission average. Applicants currently enrolled in three-year undergraduate programs will be evaluated on the basis of university courses (not including college transfer courses) completed by December 31, 2016:

Selection is based equally on ACADEMIC STANDING and RELEVANT EXPERIENCE as submitted on the Statement of Experience Form. However, fulfillment of the minimum requirements does not guarantee admission.

ATEP – Certificate

To be eligible for consideration, applicants must:

  1. hold a high school diploma or equivalent including grade 12 English and grade 11 mathematics
  2. be of Aboriginal ancestry;
  3. demonstrate proficiency in a Native language
  4. have acquired relevant experience and skills.

N.B. Selection is based equally on ACADEMIC STANDING AND RELEVANT EXPERIENCE as submitted on the Statement of Experience Form. However, fulfillment of the minimum requirements does not guarantee admission.

Documents to submit

The program is offered to community-based groups. Please contact the Program Coordinator, Dr. Ruth Kane, at rkane@uottawa.ca if you wish to have the program delivered in your community. We will then provide a list of the documents required.

Evaluation process

The evaluation of applications is a four-step process. There is no appeal process. All decisions are final.

Step One

An academic average is calculated.

For ATEP bachelor of education applicants, the academic average is based on the best 20 one-term undergraduate university courses completed by December 31, 2016. Applicants who have not completed 20 one-term courses will be evaluated on the basis of courses completed by that date.

For ATEP certificate in education applicants, the academic average is calculated on the 6 best final marks from your Grade 12 courses.

Step Two

The statement of experience is evaluated.

A team of educators and representatives of the Aboriginal community will evaluate each statement of experience. The rating of the statement is a holistic evaluation which considers:

  • the range and relevance of the applicant's experience
  • the completeness of the submission
  • the written and presentational quality of the submission

Range and Relevance of the Applicant's Experience

Does the submission indicate evidence of the following characteristics?

  • Interest in and respect for Aboriginal learning and knowledge
  • Commitment to learning and teaching
  • Working effectively with children or youth
  • Organizational skills
  • Effective communication
  • Teamwork and collegiality
  • Adaptability
  • Creativity
  • Initiative
  • Commitment to addressing issues of diversity and equity

Completeness of the submission

Does the submission indicate evidence of completeness of response in relation to the three types of information requested on the statement of experience.

  • Why do you wish to become a teacher?
  • Provide specific information about your life, work and academic experiences. Address the nature and duration of your experience, the skills and abilities you acquired, the connection between the acquired skills and their relevance to teaching.
  • Demonstrate through your experiences that you are ethical, professional and able to take on the responsibilities of a teacher.

Writing and presentational quality of the submission

Does the submission indicate evidence of:

  • Conventional and appropriate use of language (correct grammar, spelling, punctuation, sentence, structure, essay organization)?
  • Appropriate presentation (appearance) in relation to directions provided?
  • Remain within the parameters of the space provided on the statement of experience (single space, margins)?

Your Referee

Select a person who resides in Canada and can be easily reached by phone or e-mail, who is knowledgeable about you as a potential teacher. The person you select should be able to comment on your suitability based on first-hand knowledge about you. Relatives are excluded. References will be contacted.

Step Three

A combined score is calculated weighing equally the average and the statement of experience score and all eligible applicants are ranked in descending order of the combined score.

Step Four

Offers are made to the number of top applicants necessary to meet the enrolment objectives.

A waiting list is prepared (for qualified applicants) to permit a second round of offers if necessary.

Applicants whose combined score does not warrant an offer or a place on the waiting list are sent a letter of refusal.

 

Course sequence and schedule

If you wish to apply to the ATEP, you must ensure you are available to take the courses and complete the practice teaching sessions for the duration of the program.

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YEAR 1 - 18 UNITS

TERM 1 SUMMER 2017 (9 units)
PED3141 Curriculum Design, Implementation, and Assessment Part 1 (3 units)
PED1140 Education in the Primary/Junior Division -Language (3 units)
PED1158 Education in the Primary/Junior Division -Mathematics (3 units)

TERM 2 FALL 2017 (distance –4.5 units)
PED3142 Learning Theory and Practice in Inclusive Classrooms Part 1 (3 units)
PED1142 Professional Inquiry in Practice Part 1 + 1 day a week in schools (community service learning) (3 unit-course scheduled over fall and winter terms 1.5 units/term)

TERM 3 WINTER 2018 (distance –4.5 units)
PED1142 Professional Inquiry in Practice Part 1 (continued) + 1 day a week in school (community service learning) (3 unit-course scheduled over fall and winter terms 1.5 units/term)
PED3120 PRACTICUM – 4 WEEKS (3 UNITS)

YEAR 2 -21 units

TERM 4 SUMMER 2018 (12 units)
PED4141 Curriculum Design, Implementation, and Assessment Part 2 (3 units)
PED1148 Education in the Primary/Junior Division -Health and Physical Education (3 units)
PED1146 Education in the Primary/Junior Division -Native Language (3 units)
PED1159 Education in the Primary/Junior Division -Science and Technology (3 units)

TERM 5 FALL 2018 (distance – 4.5 units)
PED3102 Schooling and Society (3 units)
PED1143 Professional Inquiry in Practice Part 2 + 1 day a week in schools (community service learning) (3 unit-course scheduled over fall and winter terms 1.5 units/term)

TERM 6 WINTER 2019 (distance – 4.5 units)
PED1143 Professional Inquiry in Practice Part 2 (continued) + 1 day a week in schools (community service learning) (3 unit-course scheduled over fall and winter terms 1.5 units/term)
PED3130 Practicum – 4 weeks (3 units)

YEAR 3 -21 units

TERM 7 SUMMER 2019 (9 units)
PED4142 Learning Theory and Practice in Inclusive Classrooms Part 2 (3 units)
PED1149 Education in the Primary/Junior Division - Social Studies (3 units)
PED2140 Education in the Primary/Junior Division - Arts (3 units)

TERM 8 FALL 2019 (distance – 4.5 units)
PED3123 Political and Professional Organization in Aboriginal Education (3 units)
PED1144 Professional Inquiry in Practice Part 3 + 1 day a week in schools (community service learning) (3 unit-course scheduled over fall and winter terms 1.5 units/term)

TERM 9 WINTER 2020 (distance – 7.5 units)
PED1144 Professional Inquiry in Practice Part 3 (continued) + alternate educational placement (community service learning – 15 days) (3 units course scheduled over fall and winter terms 1.5 units/term)
PED3230 Practicum 8 weeks (6 units)

You must be available to take web-based courses online, which require access to a
computer and to reliable Internet. In addition, you are required to complete Community
Service Learning (CSL) in an educational setting (preferably your practicum school) across your study program. Teacher candidates are expected to complete Community Service Learning in each of the three years as part of their Professional Inquiry courses. As well, in each of years 1 and 2 of the winter terms, you will do four weeks of practicum placement in a school and in year 3 you will have an 8-week placement in a school. All the placements except for the alternative placement must be done in an Ontario school.

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