The University of British Columbia

Academic Policies and Regulations

Material in this section is supplementary to that given in the section Academic Policies and Regulations in this Calendar and applies specifically to students enrolled in the Faculty of Education.

Professional Conduct of Teacher Candidates in the Faculty of Education - Bachelor of Education Program

Introduction

The mission of the Bachelor of Education Program (the “Program”) within the Faculty of Education (the “Faculty”) at the University of British Columbia is to prepare teachers who are knowledgeable, skillful, flexible, and compassionate members of the profession guided by a sense of social and ethical responsibility in relation to their students and the wider society. The Faculty understands teaching as a moral activity guided by ideals of human good and conceptions of what is educationally valuable.

While many graduates of the Program enter the teaching profession and teach in public schools, others teach in international schools, independent schools, or non-school settings such as museums, art galleries, and recreational settings. The current Program reflects this diversity by placing teacher candidates in a range of learning environments including, but not limited to, public school settings.

Teacher candidates in the Faculty must comply with this policy in their interactions with faculty, teacher candidate peers, teachers, staff, and students at all times.

Role of the Faculty

The Faculty is charged with ensuring that all graduates of the Program have the requisite competencies and can meet the professional practice standards to be eligible for professional certification as educators in the Province of British Columbia from the British Columbia Ministry of Education. While teacher candidates are ultimately responsible for their own behaviour, the Faculty appreciates that teacher candidates are still in the process of learning. The Faculty and others involved in instruction in the Program are expected to model professional conduct and, where necessary, help teacher candidates improve their understanding of professional conduct expectations.

Expectations for the Professional Conduct of Teacher Candidates

Professional conduct is the set of attitudes, behaviours, and characteristics deemed desirable in members of a profession and that define the profession and its relationship to its members and to society.

It is the responsibility of teacher candidates in the Program to familiarize themselves with and meet the expectations for professional conduct in all settings.

Faculty members are expected to help teacher candidates interpret specific school and/or practicum guidelines and apply them appropriately in their conduct.

Although satisfactory performance in both academic coursework and in practicum placements is a prerequisite to advancement, it is not the sole criterion in the consideration of the suitability of a teacher candidate for advancement or graduation. The Faculty reserves the right to require a teacher candidate to withdraw from the Faculty if he or she is considered to be unsuited to proceed with the study or practice of teaching.

A teacher candidate may be considered unsuited to proceed with the study or practice of teaching if he or she engages in unprofessional conduct. The examples of unprofessional conduct in this policy are not exhaustive, and the Faculty will review allegations of unprofessional conduct on a case-by-case basis. This policy applies to all conduct of its teacher candidates, even when not in the classroom or on practicum or otherwise related to the Program. Examples of unprofessional conduct include but are not limited to:

• behaving in a manner that endangers teacher-candidate peers, faculty, staff, students, staff in practicum settings, volunteers, or others;
• harassing or being abusive towards students, teacher-candidate peers, faculty, staff, staff in practicum settings, volunteers, or others;
• breaching confidentiality or other ethical obligations;
• engaging in illegal activities that are inconsistent with the practice of teaching or likely to harm students or others; or
• failing to meet the Standards of Professional Conduct as outlined below.

Membership in the teaching profession demands integrity, competence, and adherence to ethical standards. Teaching is a profession that is enormously demanding and carries considerable responsibility as teachers assume a crucial and challenging role in the support, care, and development of other people’s children.

At all times teacher candidates in the Program are expected to demonstrate:

Honesty and Integrity

• Act with integrity and demonstrate personal and academic honesty in all interactions and communications, both orally and in writing. Communicate truthfully with students, teachers and other school-based personnel, teacher-candidate peers, faculty members, and staff.
• Acknowledge contributions made to course assignments, lesson plans, and materials designed or provided by others.

Respect for Others

• Engage only in respectful interactions with others that do not discriminate on grounds protected by the British Columbia Human Rights Code.
• Contribute to a classroom atmosphere conducive to learning and the conduct of professional work. Maintain personal composure and consideration for others in all interactions.
• Ensure that all communications, including those on the internet and social media, are respectful.
• Establish and maintain appropriate personal boundaries in relationships with others both on and off campus.
• Do not engage in conduct that exploits students or others for personal, sexual, ideological, or other advantage.
• Respect the confidentiality of student information, the dignity of children, and their right to confidentiality, subject to your legal and professional obligations, which include a duty to report abuse or suspected abuse.
• Treat students and their families with respect and dignity both in their presence and in discussions with other members of educational teams.

Responsibility

• Be accountable for personal conduct. Show enthusiasm, initiative, adaptability, and curiosity.
• Receive feedback in a non-defensive and receptive manner.
• Meet expectations related to dependability, punctuality, attendance, and participation. Meet deadlines.
• Use social media responsibly, refraining from posting any information or comments related to students or colleagues or any personal information without appropriate consents.
• Assure the primacy of students’ wellbeing.
• Respect boundaries between teachers and students in all interactions, including social media.
• Create environments that are conducive to student learning.
• Recognize your own limitations and seek help when your level of experience is inadequate.

Teacher candidates are expected to adhere to the UBC Statement of Respectful Environment for Students, Faculty, and Staff.

Teacher candidates are also expected to be familiar with and to comply with the policies of the University relating to conduct including but not limited to:

• UBC Policy on Academic Honesty and Standards
• UBC Policy on Non-Academic Misconduct

In addition, when teacher candidates are in school or field settings, they are expected to be familiar with relevant policies and procedures governing conduct within those settings including but not limited to:

• Teacher Certification Branch Standards for the Education, Competence and Professional Conduct of Educators in British Columbia
• British Columbia Teachers Federation Code of Ethics
• Child, Family and Community Service Act – Duty to report abuse or suspected abuse

The Standards of Professional Conduct for Teacher Candidates in the Faculty of Education (above) is adapted with permission from Academic Policies and Procedures, Faculty of Dentistry, UBC.

Note: Students whose program is interrupted and who are readmitted to the program will be required to authorize a new criminal record request if they have not been registered in the program during the past Winter Session.

Responding to Allegations of Unprofessional Conduct

When investigating an allegation of unprofessional conduct, the Faculty will follow the Protocol and Procedure for Investigating and Responding to Alleged Unprofessional Conduct in the Program outlined on the Teacher Education Office website.

Teacher candidates should note that the laying of criminal charges, the commencement of civil proceedings, or the commencement of proceedings under another University policy or procedure does not preclude the Faculty from following the procedures set out in this policy.

If the Faculty becomes aware that a teacher candidate has been accused of serious unprofessional conduct, then the Faculty reserves the right to postpone the teacher candidate’s advancement in the Program, including graduation from the Program, until the allegations of unprofessional conduct have been investigated and resolved by the Faculty. Where a teacher candidate has been charged with a criminal offence that, if proven, would constitute unprofessional conduct, the Faculty may postpone the student’s advancement in the Program including graduation from the Program, until such time as the criminal charges are dismissed or have proceeded through the court system to acquittal or conviction and sentencing.

If the Faculty becomes aware at any time that a teacher candidate has been accused of unprofessional conduct then the Faculty may require the teacher candidate to obtain an updated criminal record check pursuant to the Criminal Records Review Act and provide the results to the Faculty.

Conduct that is considered unprofessional under this policy may also violate other University policies. The Faculty or another unit of the University may commence proceedings against the teacher candidate pursuant to those processes in addition to taking action pursuant to this policy.

Written English Requirement

All students admitted to a program leading to teacher certification must provide evidence of a satisfactory standard of written English prior to registering for the program. Those who have had all their post-secondary study at an English-language institution(s) are presumed to have achieved a satisfactory standard of writing. All other students will be required to provide evidence of satisfactory achievement by means of an acceptable English language test.

Written and Oral English Requirement

Students admitted to the teacher education program must demonstrate competency in written and oral English. If questions arise during coursework regarding written or oral English competency, students may be advised to participate in Language Support classes offered through the Teacher Education Office and the Department of Language and Literacy Education before proceeding to the Extended Practicum. Students may choose to avail themselves of other sources of language support.

Students may be excluded from participating in practicum experiences if language difficulties are not satisfactorily addressed.

Academic Accommodation for Students with Disabilities

Teacher candidates seeking accommodations during coursework or field experiences should consult with a program coordinator in the Teacher Education Office. In this case, candidates must self-identify, provide appropriate documentation of disability, and register with UBC Centre for Accessibility, in order to be eligible to receive academic accommodations. Teacher candidates must also present the letter outlining academic accommodations, issued by the Diversity Advisor -Disability at UBC Centre for Accessibility, to each of their instructors at the beginning of term. Teacher candidates receiving academic accommodations should consult Bachelor of Education Program Policies and Guidelines. In many instances, an academic accommodation for coursework does not extend to the practicum. A practicum coordinator should, therefore, be consulted prior to practicum if accommodation is sought.

Attendance

The Teacher Education Program is highly participatory in nature. Regular attendance is a professional commitment that is expected of teacher candidates in all classes (including lectures, labs, tutorials, seminars), practica and field experiences. Satisfactory attendance includes arriving on time, remaining for the duration of the class or experience, and participating in all scheduled coursework, practica and field experiences. Teacher candidates who do not attend and participate regularly may not meet course expectations. (See UBC Calendar Policies and Regulations Academic Concession for information on conflicting responsibilities and unforeseen events.) Teacher candidates in the Faculty of Education are asked to follow the procedures indicated in the Bachelor of Education Program Policies and Guidelines in regard to obtaining permission for absences.

Advancement

The Teacher Education Program is an intensive 11-month program. Students are encouraged to complete the Program within 11 months; however students whose program is interrupted normally have four years from first registration in which to complete the requirements of the Program. Students whose program is interrupted for any reason will be required to provide evidence that conditions set at the time of interruption have been met. Reinstatement or re-admission is not automatic (see Guidelines for Reinstatement and Readmission).

Students who do not meet the expected standard in coursework may be required to revise or to repeat a course in order to meet expected standards. Students are normally given one opportunity to revise assignments. A student whose academic standing is unsatisfactory in one or more courses may be required to repeat courses, or to discontinue, or to withdraw from the Faculty.

Students who are unable to meet expected standards in practica (EDUC 315, 321, 323, 418, 419, 421, 495, 496) may be required to repeat the practicum, or to do a supplemental practicum, or to discontinue, or to withdraw from the Faculty. (See also Termination, Withdrawal, and Readmission regarding supplemental practica and withdrawal from practica).

Students who fail or withdraw from a practicum are granted only one more opportunity to repeat that practicum.

A student must have passed all courses prescribed to precede the Extended Practicum before advancing to this part of the program. Similarly, a student must have passed the Extended 10-week Practicum (EDUC 418, 419, 421, 495, 496) in order to take the Community Field Experience (EDUC 430). In addition, a student must have completed the Extended Practicum and Community Field Experience successfully before taking courses prescribed to follow it during a subsequent Summer Session. Only in exceptional cases will these requirements be waived.

Dual Degree

Students in dual degree programs must meet all criteria for advancement set by their home faculty. Students must communicate with an advisor in their home faculties and the Teacher Education Office annually after admission to the program to discuss their progress.

Students in dual degree programs must satisfy all of the degree and program requirements for both the major in their home faculty and the Bachelor of Education Secondary program in order to graduate. Some individual courses may be considered to satisfy requirements for both degrees.

Students who have been admitted to the dual degree option, but who discontinue or are asked to discontinue during Years 2-4 may be eligible for the Bachelor of Science degree in their home faculty. Individuals who wish to consider this option must consult with an advisor in their home faculty.

Teaching Practica

Practicum placements for the Extended practicum (EDUC 418, 419, 421, 495, and 496) are in Lower Mainland School districts and in selected locations throughout the province. The availability of placements in some areas may be limited and students must be prepared to accept placement for the two- and ten-week practica anywhere within 125 km of the UBC campus. Students make their own arrangements for and bear the cost of personal transportation and accommodation during practica.

Arrangements for placements for the Community Field Experience (EDUC 430) are made in conjunction with the Program Coordinator (Community Field Experience) in the Teacher Education Office.

Grading in the B.Ed. Program

All teaching practica and most courses in the B.Ed. will be graded on a Pass/Fail basis.

Determination of standing for Pass/Fail courses is criterion-based. In order to pass a course students are expected to produce work that is of high quality and that meets criteria provided by instructors (see Advancement).

Determination of standing for graded courses (some electives) is made by the department offering the course. Students in the B.Ed. program taking percentage graded courses will not be allowed to opt for Credit/D/Fail grading (i.e., they will receive a percentage or letter grade).

Practica and Community Field Experience: Termination, Withdrawal, and Readmission

Withdrawal

Withdrawal from the Extended Practicum or Community Field Experience with the grade of 'W' is allowed in accordance with the regulations of the University. Students who are granted a 'W' on the Extended Practicum (EDUC 418, 419, 421, 495, or 496) or Community Field Experience (EDUC 430) must wait until the next time the Extended Practicum or Community Field Experience is scheduled in their program to re-enrol. Students will not normally be granted two withdrawals from an Extended Practicum or from a Community Field Experience.

Students who withdraw from the program voluntarily will not be entitled automatically to return; each request for reinstatement will be considered along with other applications at the time.

Supplemental Practica

Students who have completed the Extended Practicum and are not yet 'at the level of a beginning teacher' and 'ready to enrol a class' may be recommended by their school and faculty advisors to take a supplemental practicum. Supplemental practica may not exceed six weeks in length.

Termination of Practica

When, in the judgment of the Faculty of Education and the schools hosting their practica, students do not make satisfactory progress, their practica may be terminated. Those whose practica are terminated will be assigned a failing grade and will be required to discontinue or to withdraw from the program.

Students required to discontinue may reapply to the program the next time the practicum is offered in their program. Students who apply to repeat a practicum must provide evidence of having satisfied any conditions set at the time they discontinued the initial practicum experience.

Those required to withdraw are not normally readmitted to a teacher education program. In exceptional circumstances a student may, after at least one year, submit a formal appeal for permission to re-enrol. Such an appeal will be granted only after review by the Associate Dean. A negative decision by the Associate Dean may be appealed to the Committee on Curriculum, Admissions, Standings and Appeals (CCASA). An appeal of the decision of CCASA may be made to the Senate Admissions Committee in accordance with its procedures.

Students who for any reason fail to complete all requirements of the program within a four-year period will not be allowed readmission; they may, however, submit a new application for admission and, if admitted, will receive no advance credit for courses completed previously.

Termination of Community Field Experience

When, in the judgment of the Faculty of Education and the community partner hosting a student’s Community Field Experience, the student does not meet professional expectations or make satisfactory progress, their Community Field Experience may be terminated. Those whose community field experience is terminated will be assigned a failing grade and may be required to discontinue or to withdraw from the program.

Students required to discontinue may reapply to the program the next time the Community Field Experience is offered in their program. Students who apply to repeat a Community Field Experience must provide evidence of having satisfied any conditions set at the time they discontinued the initial Community Field Experience.

Part-time Students

A limited number of students may be admitted to undertake the program on a part-time basis. The Extended Practicum must be completed on a full-time basis. A student may seek permission to complete the balance of the program on a part-time basis. Such a request will be granted only if an acceptable plan for program completion is presented; completion must be within four years of initial registration.

Because of the tightly integrated character of the program students are normally expected to pursue studies on a full-time basis until all requirements are satisfied.

Credit From Other Institutions

Except as provided in Programs for the Updating of Teaching Qualification, credit may not normally be transferred from other institutions for courses prescribed for the Teacher Education Program. In special circumstances students may be granted permission to complete some or all of the courses at another institution if:

1. permission is sought in advance,
2. the courses to be transferred are taken after all requirements of preceding terms have been satisfied, and
3. these courses are appropriate to the UBC program.

Duplicate Credit

Because courses in the Faculty of Education change significantly over time, certain advanced curriculum and instruction courses and other second-level courses may be re-taken for credit, but only five or more years after they were taken previously and only with the prior permission of the Faculty. Two versions of the same course may not both be used for credit towards the same degree or diploma, though one may be used towards one program (e.g., a Bachelor of Education or one diploma specialization) and a more recent version towards another program (e.g., a different diploma specialization). Basic curriculum and instruction courses and introductory courses without prerequisites may not be repeated.

Students should consult a program advisor in the Teacher Education Office to determine whether a specific course may be retaken.

Academic Appeal

A student may dispute a grade or appeal a decision of the Faculty on an academic matter, as follows:

Courses

1. A student who disagrees with their assigned standing is encouraged to first discuss the matter informally with the instructor(s) of the course, when possible. If necessary, the instructor may, at their discretion should they believe the original assigned standing was in error, change the standing by submitting a change to academic record form.
   
   If the matter remains unresolved following the initial conversation with the instructor and the student believes that the instructor’s academic judgment of some or all of the material contributing to the assigned standing is in error, the student may apply for a Review of Assigned Standing (RAS).
   
   The RAS may result in a change in the assigned standing (up or down) or no change and is the final academic judgment of the student’s achievement in the course in the view of the Department or Area under which the course is held.
2. A student who feels that procedural errors or irregularities contributed to an inaccurate assigned standing may first appeal to the Dean for adjudication by the Committee on Curriculum, Admissions, Standings, and Appeals (CCASA). CCASA has no jurisdiction where the sole question raised in the appeal turns on the exercise of academic judgment. If the student does not accept the decision of CCASA, they may appeal to the Senate Committee on Appeals on Academic Standing.

Practica

1. In the case of practica, there is no Review of Assigned Standing (RAS).
2. A student who feels that procedural errors or irregularities contributed to an inaccurate assigned standing may first appeal to the Associate Dean (Teacher Education) for adjudication by CCASA. CCASA has no jurisdiction where the sole question raised in the appeal turns on the exercise of academic judgment. If the student does not accept the decision of CCASA, they may appeal to the Senate Committee on Appeals on Academic Standing.

Unclassified Students

Unclassified students are normally persons who hold degrees and are enrolled in coursework not intended to lead to a particular degree or diploma.

Programs for the Updating of Teaching Qualification

Individuals who qualified for teaching certificates in BC or elsewhere but who do not currently hold valid BC certificates should first consult the Teacher Certification Branch Standards for a ruling concerning their eligibility for a BC Certificate.

After assessment by the Teacher Certification Branch, individuals may apply to the Faculty of Education for admission to the Updating Option. Normal program and course (including practicum) prerequisites will apply.

Individuals who hold a valid teaching certificate from the Teacher Certification Branch who have not enrolled in a class for at least three years may apply for voluntary updating.