Education (BEd Program)

Tina Fraser, Professor and Chair
Margo Greenwood, Professor
Lantana Usman, Professor
Catherine Whalen, Associate Professor
Hartley Banack, Assistant Professor
Shendah Benoit, Assistant Professor
Joanie Crandall, Assistant Professor
Christine Ho Younghusband, Assistant Professor
David Litz, Assistant Professor
Alexander Lautensach, Adjunct Professor
Bonnie Fuller, Senior Instructor
Melanie Raymond-Baerg, Senior Instructor
Susan Johnston, Lecturer
Glen Thielmann, Lecturer
Gretchen Vogelsang, Lecturer

Website: http://www.unbc.ca/education

The School of Education (SoE) recognizes its unique position in the province and attends to the needs of educators in BC's northern rural and remote schools. The design of the program reflects the region’s cultural diversity, especially with regard to Aboriginal and Indigenous populations.

The Bachelor of Education (BEd) program is based on a signature pedagogy focused on People, Place and Land. Philosophically, constructivist principles underpin the BEd program. The BEd program model reflects current professional thinking and research that optimizes the mapping between educational theory and classroom practices. The program emphasizes such learner-centered strategies as inquiry-based learning, inclusion of diverse learners’ perspectives, the development of caring and respectful learning communities, and reflective practices. Particular emphasis is placed on the integration of literacy and numeracy skills across the K-12 curricula.

Throughout the BEd program, teacher candidates have opportunities to develop an understanding of disciplinary areas focused on children’s levels of cognitive and social development. As a cohort, they question, explore, focus, and reflect on how and why topics like Aboriginal and Indigenous education or Truth and Reconciliation have an impact on teaching and learning practices and approaches. Teacher candidates plan and practice ways of integrating pedagogical excellence and practice in one of two streams: the Elementary Years or the Secondary Years. Individually, they have opportunities to develop their professional voices as educators and leaders. They experience authentic engagement through continuous in-situ inquiry with Aboriginal and Indigenous ways of knowing and doing.

The BEd program provides teacher candidates with the coursework and classroom experience to prepare them to be qualified teachers. Upon successful completion of the program, graduates are recommended to the Ministry of Education and Child Care for professional certification required for employment in the British Columbia (BC) public school system.

Admission to the BEd program is a competitive process. Satisfying the minimum admission requirements does not guarantee admission. For further information concerning the admissions and the application process, please contact the FHHS Student Advisor in Enrolment Services.

Academic Regulations

Teacher candidates must receive a PASS in all courses within a Block in order to continue to the next Block. Teacher candidates are not able to progress in their program until they successfully repeat a course for which they received a FAIL.

Teacher candidates are required to withdraw from their BEd program if they have two instances of not meeting the minimum passing grade requirement.

EDUC 405 and EDUC 446 are interwoven, multi-semester courses that are aligned with courses taken across the entire Bachelor of Education program and cannot be repeated. Teacher candidates who receive a FAIL in one of the interwoven course(s) EDUC 405 and/or EDUC 446 are required to withdraw from the program. Grades are assigned in these courses in either Block 5 or Block 6 of the program.

Teacher candidates must successfully complete all course requirements for the BEd program prior to beginning the summative practicum for EDUC 491 with the exception of EDUC 405 in which students may continue to add experiences and ongoing reflective practice from EDUC 491; any required coursework for EDUC 405 is not due until at least a week after the practicum concludes. No coursework or assignments, other than the practicum, are expected to be completed during the practicum components of EDUC 391, EDUC 490, or EDUC 491.

Regular attendance is expected of all teacher candidates in all courses. An instructor can initiate procedures to debar a teacher candidate from attending classes and from final examinations where unexcused absences exceed three hours of scheduled classes in one term, which may result in a FAIL in the course.

Students who plan to do coursework at other institutions are required to seek prior approval from the Office of the Registrar and the Chair of the School of Education if they wish such courses to be credit toward a BEd degree at ÂÜÀòÉäÇø.

Notice of Concern

The School of Education works closely with the teacher candidate, Coaching Teachers, Practice Evaluators, and placement partners (school districts and independent schools) when concerns arise during practicum. If a teacher candidate is not meeting expectations during a practicum placement, they may receive a Notice of Concern from the Chair, or designate, of the School of Education. A Notice of Concern outlines the area(s) of concern in relation to how a teacher candidate is not currently meeting the Professional Standards for BC Educators and what action on the part of the teacher candidate is necessary to meet those concerns within a given timeline.

Leave of Absence

Teacher candidates wanting to take a Leave of Absence must apply, in writing, to the Chair of the School of Education. Upon approval, students are eligible for up to a one-year Leave of Absence, during which they remain active ÂÜÀòÉäÇø students. If a Leave of Absence extends past one-year, teacher candidates may lose standing as ÂÜÀòÉäÇø students and may have to re-apply to the university. When teacher candidates intend to return to the program, they must indicate their intention in writing to the Chair who advises on next steps to facilitate their return.

Withdrawal from the Program

The School of Education reserves the right to require any teacher candidate to withdraw from the program based on criteria such as academic performance, professional fitness, or professional conduct.

Teacher candidates who voluntarily withdraw from the School of Education must notify the Chair of the School of Education in writing. Failure to notify the Chair may impact consideration for re-admission.

Request for Re-Admission

Teacher candidates who have withdrawn for any reason and wish to re-enter the program must submit a written request for re-admission to the Chair of the School of Education. Re-admission is not guaranteed. Teacher candidates are not allowed to use graduate-level (500 or higher) courses from the Education Program, or any other program, to meet degree requirements.

If re-admission is approved following required or voluntary withdrawal from a practicum and/or program, the teacher candidate is normally re-admitted with probationary status.

A teacher candidate may appeal if not satisfied with the outcome of that process (see Appeals Process in Regulations and Policies in this Calendar).

Part-Time Students in the BEd Program

The Bachelor of Education program at ÂÜÀòÉäÇø is a full-time study program. However, under exceptional circumstances (i.e., family, personal, or health reasons), teacher candidates may request to continue the program on a part-time basis. The request must be submitted in writing to the Chair of the School of Education and approved by the Dean of the Faculty of Human and Health Sciences. A change to part-time status is not guaranteed.

Teaching Practicum Regulations

Placements

All arrangements for school placements are made through the School of Education.

Through our signature pedagogy of People, Place and Land, the School of Education is focused on northern, rural, and Indigenous experiences and opportunities within northern British Columbia. Practicum placements are arranged within northern British Columbia.

The School of Education reserves the right to approve or disapprove any school placement for teacher candidates, to place teacher candidates in schools, and to change any placement assigned to a teacher candidate. The teacher candidate must be informed in writing of the reasons for any required change in placement. ÂÜÀòÉäÇø bears no responsibility for the costs associated with a change in placement.

The School of Education is responsible for seeking a sufficient number of school placements to serve the needs of all enrolled teacher candidates. A teacher candidate may be required to withdraw from a practicum course if none of the available schools accepts that particular teacher candidate.

The dates of the practica are made know to the teacher candidates at the beginning of each term. Placement locations are made available as soon as possible after classes have begun.

Expenses

Teacher candidates taking practicum courses must be prepared to travel to any regional school district or independent school. In order to do such travel, teacher candidates should budget for transportation and/or accommodation costs, as well as other expenses that may be incurred during practica.

Teacher candidates in the Regional BEd Program are expected to travel for two one-week intensive sessions, one in each of Block 3 and Block 4 of their program. Teacher candidates should budget for transportation and accommodation costs for these sessions.

Disclosure

The School of Education works closely with school districts and independent schools (placement partners) in determining placement opportunities for teacher candidates and in supporting teacher candidates during their practicum placements. The School of Education is in constant communication with placement partner representatives before, during, and after practicum placements to ensure that teacher candidates are supported.

As part of this work, the School of Education may share the following details about the teacher candidate with placement partners: strengths and weaknesses, any support needed to achieve the Professional Standards for BC Educators, failed courses or withdrawal from program or practicum, and any Notice(s) of Concern from practicum.

As part of the partnership between the School of Education and placement partners during practicum, the School of Education reserves the right to provide information to a school principal of a teacher candidate's progress in the program or any Notice of Concern. If there are any concerns with a teacher candidate's progress while placed at a school, the school principal will inform the Coaching Teacher, teacher candidate, and the School of Education of these concerns. This communication protocol is to support the teacher candidate and K-12 students whom the teacher candidate is working with during the practicum experience.

Expectations

The expectations of teacher candidates during practica are published and distributed to all teacher candidates, Practice Evaluators, and Coaching Teachers at the start of each term. Regular attendance during practica is required. Teacher candidates are required to notify the school, the Practice Evaluator, the Coaching Teacher, and the Practicum Placement Coordinator whenever classroom experience appointments cannot be kept. Teacher candidates are debarred from the practicum course if they have more than three unexcused absences.

Professional Ethics

All teacher candidates in the program placed in schools for classroom experience are subject to the provisions of the Schools Act, the Professional Standards for BC Educators, School Regulations, the British Columbia Teachers' Federation (BCTF) Code of Ethics, and any school regulation and/or code of behaviour applicable to teachers and staff.

Denial and Withdrawal of Practica

Teacher candidates are denied practica placement if their preparatory coursework is considered to be unsatisfactory (e.g., Fail or incomplete work) by the Chair or designate for the School of Education. Teacher candidates may be required to withdraw from a practicum experience if their performance in their school placement is considered to be unsatisfactory by the Chair or designate based on written assessments by the Practice Evaluators and the Coaching Teachers. Teacher candidates who are required to withdraw from a practicum placement meet with the Chair or designate.

Teacher candidates seeking voluntary withdrawal from a practicum placement, whether permanent or temporary, must notify the Chair or designate in writing at least one week in advance of the commencement of the classroom school placement. Failure to give appropriate notice of withdrawal during a practicum placement, without consultation and approval of the Chair or designate, results in a requirement to withdraw from ÂÜÀòÉäÇø's School of Education Program.

Any teacher candidate may be required to withdraw from a practicum placement for violation of any part of the School Act, the Professional Standards for BC Educators, School Regulations, or the BCTF Code of Ethics upon written notice from the school principal or the superintendent in the district where the teacher candidate is placed.

Request for Re-admission to Practica

Teacher candidates who have withdrawn for any reason from a practicum course, or who wish to re-enter, or re-take, the course must submit a written request for re-admission to the Chair for the School of Education. Re-admission is not guaranteed.

A teacher candidate may request and be granted re-admission to practicum courses only once except in cases where there are dire circumstances beyond the teacher candidate's control as set out in the ÂÜÀòÉäÇø Conditions of Academic Standing (see Academic Regulation on Conditions of Academic Standing).

Teacher candidates may be re-admitted to a practicum course when, in the opinion of those responsible for the supervision of the previous attempt, there is evidence of significant progress toward meeting the outcomes for the practicum placement.

BEd Degree Elementary Years (Grades K-7) Stream

The Elementary Years stream prepares teacher candidates to work with the unique learning needs of children who are beginning their school years. Successful applicants to the Elementary Years stream join a cohort of teacher candidates that normally begin and finish their program together.

To be eligible for a Bachelor of Education degree the teacher candidate must earn a Pass (B+) in all Education courses.

Upon successful completion of all academic coursework for the Bachelor of Education, teacher candidates are recommended by the Chair of the School of Education to the Ministry of Education and Child Care for professional certification. Graduates choosing to work in a BC public school must apply to the BC Ministry of Education and Child Care and provide required documentation and payment of fees.

Admission Requirements

Applicants to the BEd degree Elementary Years stream must have completed one of the following with a minimum GPA of 2.33 (C+) on the most recent 60 university credit hours:

(a) an acceptable three- or four-year Bachelor’s degree of which 60 credit hours must be in Arts, Science, or other teachable fields relevant to the BC school system and must include 30 senior level credit hours, or

(b) a minimum of 90 credit hours of undergraduate coursework of which 60 credit hours must be in Arts, Science, or other teachable fields relevant to the BC school system and must include 30 senior level credit hours, of which 12 credit hours must be at the 300 or 400 level.

Transfer credit for coursework relating to the 90 credit hours that have been completed prior to ÂÜÀòÉäÇø registration shall not be subject to the 10-year provision in the University Calendar regulation regarding Time Limit for Transfer Credit but shall be determined by the School of Education.

In addition to the admission requirements described above, the following requirements must be met (see note following):

  1. Successful completion, with a C+ average, of 6 credit hours of acceptable English literature and composition at any level (one of the following: (a) 3 credit hours of English literature and 3 credit hours of English composition or (b) 6 credit hours of acceptable English literature). Courses in linguistics, language study, grammar, technical or business writing, communication, or English as a Second Language are not acceptable to meet the English requirement;
  2. Three credit hours in Mathematics (not including Statistics);
  3. Three credit hours in a laboratory science. Laboratory science credit hours are normally selected from Biology, Chemistry, Physical Geography, or Physics;
  4. Three credit hours of Canadian Studies (this course must contain significant Canadian content), plus 3 credit hours of Canadian History or 3 credit hours of Canadian Geography. Credit hours will normally be selected from Anthropology, First Nations Studies, Geography, History, Northern Studies, or Political Science courses that contain significant Canadian content (upon review, credit hours from other disciplines may be recognized as meeting the Canadian content requirement);
  5. Submission of the completed application forms including the Experience with Children and Youth Statement (résumé format), three Confidential Reference Forms, and the Personal Statement.

Note: Applicants who do not meet the requirements in items 1-4 above but who otherwise meet the admission requirements may be admitted conditionally to the BEd program with the approval of the Chair if they have completed a minimum of 12 credit hours of the required coursework. Applicants admitted conditionally to the program under this section must complete the requirements prior to commencement of their BEd program.

Access Initiative

The ÂÜÀòÉäÇø School of Education has initiated a program designed to give access to individuals who are members of groups in our society which have historically been under-represented in the teaching profession in British Columbia. In order to achieve this objective, we encourage applicants who have confronted identifiable barriers to post-secondary education to apply under the Access Initiative. All applicants for the ÂÜÀòÉäÇø Bachelor of Education Program must submit a Personal Statement. Applicants who wish to apply under the Access Initiative may identify themselves in their Personal Statement Form to be considered under the Access Initiative.

Criminal Records Review

In addition to the admission application requirements outlined above, applicants are required to undergo a criminal record review and provide evidence of this as part of their admission requirements. Refer to Undergraduate Regulations and Policies (Criminal Records Review) in this Calendar. 

Program Requirements

The Bachelor of Education degree is a 60-credit program offered in five continuous blocks over four semesters (Prince George Campus) or in six continuous blocks over five semesters (Northwest Campus and South-Central Campus). The third semester consists of two blocks. For further information on the program structure and schedule, please contact the School of Education.

Elementary Years Stream (K-7) (Prince George Campus)

Year 1 Courses
Inclusion and Exceptionalities
Aboriginal and Indigenous Education
Curriculum and Instruction: Second Language
Literacy Foundations in the Elementary Years
Numeracy Foundations in the Elementary Years
Applied Design, Skills, and Technologies in the Elementary Years
 Observational Practicum
 Experiential Practicum
Foundations of Education
Pedagogy, Curriculum and Teaching - Theory in Context
Diverse Classrooms
Mental Health and Wellness
Reflective Practice Through Inquiry1
Fine Arts in the Elementary Years
Assessment and Motivation
Aboriginal and Indigenous Education: Epistemology1
Physical and Health Education in the Elementary Years
Formative Practicum

Year 2 Courses
Reflective Practice Through Inquiry1
Aboriginal and Indigenous Education: Epistemology1
Summative Practicum

Note: 
1. EDUC 405-3: Reflective Practice Through Inquiry and EDUC 446-3: Aboriginal and Indigenous Education: Epistemology span all four continuous semesters. The student enrolls in EDUC 405-3 and EDUC 446-3 in the First Semester Block One and the grade is determined in Fourth Semester Block Five.

Elementary Years Stream (K-7) (Northwest Campus and South-Central Campus)

The Regional BEd Program is offered as a shared cohort across Northwest Campus and South-Central Campus. Please check with the School of Education for the next intake date of the Regional BEd Program at a particular campus.

Year 1 Courses
Inclusion and Exceptionalities
Aboriginal and Indigenous Education
Literacy Foundations in the Elementary Years
Numeracy Foundations in the Elementary Years
Applied Design, Skills, and Technologies in the Elementary Years
 Observational Practicum
 Experiential Practicum
Foundations of Education
Pedagogy, Curriculum and Teaching - Theory in Context
Reflective Practice Through Inquiry1
Fine Arts in the Elementary Years
Assessment and Motivation
Aboriginal and Indigenous Education: Epistemology1
Physical and Health Education in the Elementary Years

Year 2 Courses
Curriculum and Instruction: Second Language
Diverse Classrooms
Mental Health and Wellness
Reflective Practice Through Inquiry1
Aboriginal and Indigenous Education: Epistemology1
Formative Practicum
Summative Practicum

Note: 
1. EDUC 405-3: Reflective Practice Through Inquiry and EDUC 446-3: Aboriginal and Indigenous Education: Epistemology span all four or five continuous semesters. The student enrolls in EDUC 405-3 and EDUC 446-3 in the First Semester Block One; the grade for EDUC 446-3 is determined in Fourth Semester Block Five, and the grade for EDUC 405-3 is determined in Fifth Semester Block Six.

BEd Degree Completion Program (Elementary Years)

The BEd degree completion program is an entry route to the BEd program. Applicants to the BEd degree completion program must have completed a ÂÜÀòÉäÇø Education Diploma in a First Nations Language and Culture (minimum 92 credit hours).

Students entering via this route must complete sufficient additional elective credit hours in a teachable field to attain a minimum 150 credit hours before the SoE recommends professional certification to the Ministry of Education and Child Care. The calculation of the minimum 150 credit hours combines the successfully completed general academic courses, the Education Diploma in a First Nations Language and Culture, and the BEd Degree Elementary Years (Grades K-7).

Year 1: First Semester
Inclusion and Exceptionalities
 Curriculum Development Models
Numeracy Foundations in the Elementary Years
ELECTIVE 1-3  Academic course in a teachable area
ELECTIVE 2-3  Academic course in a teachable area

Year 1: Second Semester
 Language and Literacy: Reading and Writing (EY)
 Curriculum and Instruction: Social Studies (EY)
 Numeracy: Instructional Strategies (EY)
 Curriculum and Instruction: Science (EY)
 Experiential Practicum
ELECTIVE 3-3  Academic course in a teachable area

Note: The EDUC 391-3 practicum is required only if it has not been taken previously as a component of the Education Diploma in a First Nations Language and Culture. If the School of Education determines EDUC 391-3 is not required, they will designate 3 credit hours of coursework to maintain the required credit hours.

Year 2: First Semester
Curriculum and Instruction: Fine Arts/Physical and Health Education (EY)
 Counselling Skills (EY and SY)
 Assessment and Motivation
 Educational Technology
 Aboriginal/Indigenous Education: Epistemology
 Language and Literacy: Across the Curriculum (EY)
) Formative Practicum

Year 2: Second Semester
 Summative Practicum

BEd Degree Secondary Years (Grades 8-12) Stream

The Secondary Years stream prepares individuals to teach in grades 8 through 12 in specialty areas. Successful applicants to the Secondary Years stream join a cohort group of teacher candidates that normally begin and finish their program together.

Admission Requirements

Applicants to the BEd Secondary Years stream must have completed a four-year (minimum 120 credit hours) Bachelor’s degree or equivalent at an accredited post-secondary institution. The following requirements must also be met:

  1. A minimum GPA of 2.33 (C+) in the most recent 60 credit hours of transferable post-secondary coursework;
  2. Six credit hours of English Literature with a C+ average, or 3 credit hours of English Literature and 3 credit hours of English Composition with a C+ average (courses in creative, business, or technical writing or communication are not acceptable);
  3. Three credit hours of Mathematics (not including Statistics);
  4. Three credit hours of a Laboratory Science. A lab component is not required, but is recommended. Laboratory Science credit hours are normally selected from Astronomy, Biology, Chemistry, Earth and Environmental Science, Physical Geography, or Physics. Upon review, credit hours from other disciplines may be recognized as meeting the Laboratory Science requirement;
  5. Three credit hours of Canadian Studies. Canadian Studies credit hours are normally selected from Anthropology, English Literature, First Nations Studies, Geography, History, Northern Studies, or Political Science courses containing significant Canadian content. Upon review, credit hours from other disciplines may be recognized as meeting the Canadian Studies requirement;
  6. Twenty-four credit hours of academic coursework (inclusive of the credit hour requirements above) in any one of the teachable subjects taught in British Columbia public schools listed below:
    • Biology
    • Chemistry
    • Computer Science
    • Earth Science
    • English
    • First Nations Studies
    • General Science1
    • Geography
    • History
    • Mathematics
    • Physics
    • Social Studies2;
  7. Submission of the completed application forms including the Experience with Children and Youth statement, three Confidential Reference Forms, and the Personal Statement.

Notes:
1General Sciences. Applicants with a teachable area in General Science must have completed the 24 credit hours of academic coursework in any combination of Biology, Chemistry, and/or Physics courses. Applicants who wish to substitute other science courses to be included in the 24 credit hours must submit course syllabi for approval.
2Social Studies. Applicants with a teachable area in Social Studies must have completed:

   -Three credit hours of Canadian Studies

   -Three credit hours of Geography

   -Three credit hours of History

   -Fifteen credit hours of one or a combination of the following:

        - Anthropology

        - Economics

        - Geography

        - History

        - Political Science

        - Sociology

   - Applicants who wish to make substitutions to the above list may submit course syllabi in the areas of Canadian Studies, Cultural Studies, Asian Studies, Gender and Women's Studies, Indigenous Studies, Religious Studies (of a non-doctrinal nature), Classical Studies, Urban Studies, or Environmental Sciences.

Approval of teachable areas is required from both the British Columbia Ministry of Education and Child Care—Teacher Regulation Branch, and the ÂÜÀòÉäÇø School of Education. Applicants to the BEd Secondary Years stream should recognize that the credit levels for teachable subjects meet the British Columbia Ministry of Education and Child Care—Teacher Regulation Branch accreditation requirements, and may not be equivalent to the formal requirements for a ÂÜÀòÉäÇø major or minor. Applicants should refer to the appropriate section of the ÂÜÀòÉäÇø Undergraduate Calendar in order to ensure that they are meeting all of the coursework required to successfully complete ÂÜÀòÉäÇø degree requirements.

Applicants who do not meet the requirements in items 2-6 above but who otherwise meet the admission requirements may be admitted conditionally to the BEd program with the approval of the Chair if they have completed a minimum of 12 credit hours of the required coursework. Applicants admitted conditionally to the program under this section must complete the requirements prior to commencement of their BEd program.

Access Initiative

The ÂÜÀòÉäÇø School of Education has initiated a program designed to give access to individuals who are members of groups in our society which have historically been under-represented in the teaching profession in British Columbia. In order to achieve this objective, we encourage applicants who have confronted identifiable barriers to post-secondary education to apply under the Access Initiative. All applicants for the ÂÜÀòÉäÇø Bachelor of Education Program must submit a Personal Statement. Applicants who wish to apply under the Access Initiative may identify themselves in their Personal Statement Form to be considered under the Access Initiative.

Criminal Records Review

In addition to the admission application requirements outlined above, applicants are required to undergo a criminal record review and provide evidence of this as part of their admission requirements. Refer to Undergraduate Regulations and Policies (see Academic Regulation on Criminal Records Review) in this Calendar.

Program Requirements

The Bachelor of Education degree is a 60-credit program offered in five continuous blocks over four semesters. The third semester consists of two blocks. For further information on the program structure and schedule, please contact the School of Education.

To be eligible for a Bachelor of Education degree the teacher candidate must earn a Pass (B+) in all Education courses.

Upon successful completion of all academic coursework for the Bachelor of Education, teacher candidates are recommended by the Chair of the School of Education to the Ministry of Education and Child Care for professional certification. Graduates choosing to work in a BC public school must apply to the BC Ministry of Education and Child Care and provide required documentation and payment of fees.

Secondary Years Stream (Grades 8-12)

Year 1 Courses
Inclusion and Exceptionalities
Aboriginal and Indigenous Education
 Curriculum and Instruction: Secondary Humanities Part 12
       or  Curriculum and Instruction: Mathematics and Science Part 12
 Curriculum and Instruction: Secondary Humanities Part 22
      or  Curriculum and Instruction: Mathematics and Science Part 22
Observational Practicum
Experiential Practicum
Foundations of Education
Pedagogy, Curriculum and Teaching - Theory in Context
Integrating ADST as a Pedagogical Stance
Career-Life Education
Diverse Classrooms
Mental Health and Wellness
Reflective Practice Through Inquiry1
Assessment and Motivation
Innovative Community-Based Approaches to Responsive Education (SY)
Aboriginal and Indigenous Education: Epistemology1
Formative Practicum

Year 2 Courses
Reflective Practice Through Inquiry1
Aboriginal and Indigenous Education: Epistemology1
Summative Practicum

Notes: 
1. EDUC 405-3: Reflective Practice Through Inquiry and EDUC 446-3: Aboriginal and Indigenous Education: Epistemology span all four continuous semesters. The student enrolls in EDUC 405-3 and EDUC 446-3 in the First Semester Block One and the grade is determined in Fourth Semester Block Five.

2. A total of 9 credit hours are taken of either EDUC 361-(3, 6) Curriculum and Instruction: Secondary Humanities or EDUC 372-(3, 6) Curriculum and Instruction: Mathematics and Science.

Education Diploma in a First Nations Language and Culture (Elementary Years)

The Education Diploma in a First Nations Language and Culture is a minimum 92 credit-hour teacher education program based on the design and the principles of the BEd program model. The program prepares individuals to teach an approved First Nations language and culture at the Elementary Years level. The School of Education and the ÂÜÀòÉäÇø First Nations Studies Certificate and Diploma programs partner with the Language and Cultural Authority for each First Nation.

Upon successful completion of the program, graduates are recommended to the Ministry of Education and Child Care for a Developmental Standard Term Certificate (DSTC) in a First Nations Language and Culture. A DSTC is required for employment in the British Columbia (BC) public school system.

Current programs of study leading to recommendation for this teaching credential include:

  • Dakelh / Carrier Language and Culture in partnership with the College of New Caledonia and with the Dakelh / Carrier Linguistic Society (Fort St. James) and the Lake Babine Education Authority (Burns Lake);
  • Gitxsan Language and Culture in partnership with the Siwiixo’osxwim Wilnatahl Gitxsanimx Society;
  • Nisga’a Language and Culture in partnership with the Nisga’a Language Authority of Wilp Wilxo’oskwhl Nisga’a (WWN);
  • Skidegate Haida Language and Culture in partnership with the Skidegate Education Committee; and
  • Ts’msyen Language and Culture in partnership with the Ts’msyen Sm’algyax Language Authority.

Admission Requirements

Students are admitted according to the Undergraduate ÂÜÀòÉäÇø categories, criteria, and processes established by ÂÜÀòÉäÇø and specified in this Undergraduate Calendar. Additionally, applicants are encouraged to identify their fluency in the specific language and their knowledge of their specific culture and history. Advanced placement in language courses may be considered for speakers who are able to demonstrate their fluency in the language. Students must be admitted to this program of study prior to beginning their professional education courses.
There are two points of entry to this program of study:

  • following the completion of the Diploma in First Nations Language described in the First Nations Studies section of the Undergraduate Calendar, or
  • concurrently completing the required First Nations Studies, general academic coursework, and BEd courses.

Criminal Records Review

In addition to the admission application requirements outlined for admission to ÂÜÀòÉäÇø, applicants are required to undergo a criminal record review and provide evidence of this prior to being considered for admission to the Education Diploma in a First Nations Language and Culture (Elementary Years). Refer to Undergraduate Regulations and Policies (see Academic Regulation on Criminal Records Review) in this Calendar.

Program Requirements

First Nations Studies Credit Hours

The required First Nations Studies credit hours can be met by completing a Diploma in First Nations Language. Students will need to include the following First Nations Studies language, linguistics and culture courses in their program of study:

Language (33 credit hours): 

A First Nations Language: Levels 1-4:
            A First Nations Language: Level 1
            A First Nations Language: Level 2
           A First Nations Language: Level 3
            A First Nations Language: Level 4
     or Gitxsanimx: Levels 1-4:
            Gitxsanimx: Level 1
            Gitxsanimx: Level 2
            Gitxsanimx: Level 3
            Gitxsanimx: Level 4
    or Nisga'a: Levels 1-4:
            Nisga'a Language: Level 1
            Nisga'a Language: Level 2
            Nisga'a Language: Level 3
            Nisga'a Language: Level 4
    or Sm'algyax: Levels 1-4:
            Ts'msyen Language (Sm'algyax): Level 1
            Ts'msyen Language (Sm'algyax): Level 2
            Ts'msyen Language (Sm'algyax): Level 3
            Ts'msyen Language (Sm'algyax): Level 4
    or Dakelh / Carrier: Levels 1-4:
            Dakelh / Carrier Language: Level 1
            Dakelh / Carrier Language: Level 2
            Dakelh / Carrier Language: Level 3
            Dakelh / Carrier Language: Level 4 (Advanced Intermediate)
and
    First Nations Language Immersion
    First Nations Advanced Composition and Conversation: Level 1
   First Nations Advanced Composition and Conversation: Level 2
    Advanced First Nations Language Immersion
    First Nations Language Mentoring
    First Nations Song and Poetry
   First Nations Speeches and Stories 

Linguistics (9 credit hours):

    Introduction to Linguistics
    The Structure of a First Nations Language
    Developing Language Materials

Culture Studies (9 credit hours):

One of the following:
    First Nations Culture: Level 1
    or     Dakelh / Carrier Culture: Level 1
    or     Nisga'a Culture: Level 1
    or    Gitxsan Culture: Level 1
One of the following:
    First Nations Culture: Level 2
    or     Nisga'a Culture: Level 2
    or    Gitxsan Culture: Level 2
And
    Contemporary Challenges Facing Aboriginal Communities

General Academic Coursework

The required general academic coursework of 18 credit hours can be met with the following courses (some of these credit hours may be completed as part of the Diploma in First Nations Language):

  • Three credit hours of English Composition (Suggested: or equivalent)
  • Three credit hours of English Literature (Suggested: , , or equivalent)
  • Three credit hours of Mathematics (Suggested: or equivalent)
  • Three credit hours of Lab Sciences (Suggested:  and , or , or equivalent)
  • Six credit hours of Canadian Studies, including 3 credit hours of Canadian History or Canadian Geography, plus 3 credit hours of Canadian Studies (Suggested: , , , or equivalent)

Professional Education Coursework (Gitxsanimx and Nisga'a)

        Learning, Development and Motivation
)  Inclusion and Exceptionalities
        Principles of Inquiry-Based Instruction
        Social Dynamics of Classrooms
 Curriculum and Instruction: Second Language
       Language and Literacy: Development (EY)
       Foundations of Education
      Observational Practicum
      Classroom Practice and Seminar: First Nations Language and Culture
Aboriginal and Indigenous Education: Epistemology

Professional Education Coursework (Skidegate Haida)

    Learning, Development and Motivation
     Principles of Inquiry-Based Instruction
     Social Dynamics of Classrooms
 Curriculum and Instruction: Second Language
      Language and Literacy: Development (EY)
    Foundations of Education
     Observational Practicum
     Classroom Practice and Seminar: First Nations Language and Culture
     Learning and Diversity: Inclusive Classrooms
 Aboriginal and Indigenous Education: Epistemology

Updated: December 4, 2024