Wilfrid Laurier University | 100 years inspiring lives of leadership and purpose.

consecutive bachelor of education 2011

faculty of educationWaterloo, ontario, canada

Laurier’s Faculty of Education offers the

most up-to-date theoretical learning

with practical, in-class experience

Larry Mishaw, Physical Education Teacher

Taylor Evans Public School, Guelph

“Learning is experience. Everything

else is just information.”

–Albert Einstein

The Faculty of Education

In thE cLassroom

In total, you will spend more than 17 weeks in the classroom. During this time,

you will work with mentor teachers, school administrators, faculty members

and peers to experience authentic classroom situations.

Today’s classrooms are immensely complex and challenging environments. They include children from incredibly diverse backgrounds who have wide-ranging needs, interests and learning styles. They offer opportunities to learn using a variety of new and tested methodologies and technologies. They hold the future within their walls.

Today’s teachers face enormous demands for in-depth knowledge of subject areas and pedagogy, accountability and ability to meet each student’s needs. They serve as role models, coaches, counsellors, medics, disciplinarians, nurturers and social workers, in addition to teachers. They ignite fires of passion for learning and inspire children to excel. They hold the future in their hands and hearts.

That’s why the Faculty of Education at Wilfrid Laurier University chose a Professional Development School structure for their BEd program. Teacher Education Candidates (TECs) — our aspiring teachers — spend more than 17 weeks in schools, applying theory to practice and learning from highly skilled teachers within the dynamic environments of Ontario’s classrooms. TECs seamlessly weave into the fabric of a school, from preparing a classroom to welcome students in the fall, until the final bell has rung in the spring. From our extremely talented and committed

Faculty of Education members, TECs receive constant support as well as instruction at the cutting-edge of the educational field. The faculty and staff are committed to knowing each TEC on an individual basis and helping each one to reach his/her professional goals. Class work and experiences in the schools complement each other in preparing our TECs to take on the challenges and joys of full-time teaching.

For students who desire a highly progressive and future-oriented program of study, the BEd program at Laurier is an excellent choice. Our Professional Development School structure coupled with a technology-intensive component is unique in Canada.

I believe Albert Einstein would agree there is no substitute for classroom expe-rience in a teacher preparation program. Laurier will provide TECs with ongoing, high-quality classroom experiences. Join us as a colleague in the most challenging, rewarding, and fulfilling profession of all!

Sincerely,

Dr. Colleen Willard-HoltDean of the Faculty of Education

There are few professions as important and rewarding as teaching. It’s no exaggeration to say that a well-trained, motivated teacher can have a profound influence on the lives

of generations of young people. It is a wonderful and noble challenge, but it is also a big responsibility. That’s why choosing the right teacher-education program is such an important first step in building a successful and satisfying career.

small class sizes allow you to

enjoy an effective pupil-to-teacher ratio

Himali Vatsraj

Faculty of Education Graduate, 2009

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Be inspired...

For nearly 100 years, Wilfrid Laurier University has been inspiring students with an exceptional university experience. As we prepare to celebrate our

centennial in 2011, we invite you to become part of our rich and exciting tradition.

“A teacher affects eternity; he can never tell where his influence stops.”

–Henry Brooks AdamsIt all began on October 30, 1911 with the opening of Waterloo Lutheran Seminary. As enrolment increased, so did our unique sense of community and purpose. The institution evolved over the years, eventually becoming a public university in 1973 under the name Wilfrid Laurier University. Now one of Canada’s top multi-campus universities, Laurier has more than 70,000 alumni and a reputation for combining academic excellence with a vibrant sense of community and social engagement.

Today, Laurier is home to seven outstanding faculties — Arts, Science, Music, Education, the School of Business & Economics, Social Work, and Graduate Studies. Our success continues to attract students who want excellent academic programs and a smaller-campus envi-ronment. To satisfy this demand while maintaining our intimate campus expe-rience, Laurier opened a Brantford campus in 1999, a Kitchener campus in 2006, and a Toronto office in 2009. We are also studying the feasibility of opening a Laurier campus

in the Town of Milton, on the west side of the Greater Toronto Area.

As Laurier approaches its centennial in 2011, we are planning an exciting year-long celebration that kicks off in October 2010. There will be plenty of special events and lots of opportunities for you to get involved.

So come join us and be part of a tradition that has been inspiring lives of leadership and purpose for nearly 100 years.

* subject to change for 2011/2012 school year.

2010/11 Program Schedule*

FALL SEMESTER CLASS PRACTICUM ACTIVITIES

August 30 - September 3 1 week August Professional Learning Camp

September 7 - October 8 5 weeks Classes; 2 days a week in PDS sites (7 1/2 field-based days) Friday Seminars

October 12 - October 22 2 weeks (9 days) PRACTICUM 1

October 25 - November 26 5 weeks Classes; 2 days a week in PDS sites (7 1/2 field-based days) Friday Seminars

November 29 - December 17 3 weeks (15 days) PRACTICUM 2

WIntEr BrEaK (DEcEmBEr 18 - January 3)

WINTER SEMESTER CLASSES PRACTICUM ACTIVITIES

January 4 - March 11 10 weeks Classes; 2 days a week in PDS sites (15 field-based days) Friday Seminars

march BrEaK (march 15 - 19)

March 21 - April 29 6 weeks (30 days) PRACTICUM 3

May 2 - May 3 1 - 2 days May Professional Learning Camp

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Why choose Laurier?

Interactive intimate learningSmall class sizes of 35 students enable you to enjoy a favourable pupil-to-teacher ratio in dynamic classes, professional learning seminars and practicum experiences.

Inquiry-based course contentAssociate teachers, partnering schools’ staff and university instructors will collaborate with you to address authentic problems of teaching and learning practice. You will learn to develop the habit of continuous evaluation of professional effectiveness through inquiry from experienced mentors.

Knowledge creationWith the assistance of faculty, principals, and associate teachers, each student will learn how to conduct a teacher action

research (inquiry) project on a topic which merges the student’s interest areas with data-gathering needs identified by the Professional Development School (PDS) site. During the 2009-10 academic year, students applied what they learned in their classroom observations and interactions to investigations of topics such as the following:

Boys’ literacy and the power of collaboration•

Double-entry journals to improve • student writing

Mathematics achievement through • traditional vs. SMARTboard technology instructional methods

school partnershipsLaurier students are more than just guests in our PDS sites. We meet regularly with

principals and superintendents to dialogue about our program and how we can work together to improve the learning experience for students. In addition, school principals and practicing teachers serve as instructors for a number of our courses.

technology intensive programIn order to promote collaboration, enhance computer literacy and become familiar with Ministry of Education approved materials, all Laurier students must lease a laptop computer. Laurier will facilitate the lease-to-own financing, distribution, training, and any required upgrades and servicing on behalf of TECs throughout the school year. An option to sell the laptop back to the university will be available at the end of the program.

Why choose Laurier?

Professional Development school placementsA groundbreaking and pivotal part of the Laurier education program is the PDS model. This model allows Teacher Education Candidates to collaborate as a member of a school staff team while acquiring, developing and refining professional skills. Based on key educational research that demonstrates the validity, necessity, and functionality of this model, Laurier engages students, faculty and participating school sites in this highly collaborative learning process.

Laurier has partnered with the Waterloo Region, Waterloo Catholic, Upper Grand, and Wellington District school boards

to provide extensive, in-depth and sustained field experiences for Faculty of Education students. TECs will work in one assigned PDS school throughout the year. They will begin working in their school prior to the start of the regular school year. During their year, they will be placed in both a primary and junior or junior and intermediate classroom. Throughout their practicum, students will forge lasting, collegial and professional relationships with peers, teachers and administration in their host school.

TECs are encouraged and supported by associate teachers and Laurier faculty in their efforts to apply theory in the classroom and create knowledge through problem-based inquiry. Students will learn

first-hand, directly from professionals and in professional environments, what it means to be a classroom teacher focused on continuous improvement of student learning and refinement of practice.

Professional learning camp in august and mayBefore classes begin, TECs start their education careers at Laurier with a dynamic professional learning experience. They meet other students and instructors, participate in interactive team-building activities, tour the campus, train on their laptop, become acquainted with their professional development school, and learn about other resources available at Laurier.

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Jason Pacheco wanted a career where he’d wake up in the morning and love what he did. at 28, Pacheco, who has familial ties to the education community, knew it was the right time to pursue his passion for education.

Pacheco vividly recalls the welcome reception he received from his Professional development school (Pds), st. Peter in Guelph, where he quickly became “part of the school culture and community.” Pacheco, along with his fellow teacher education candidates, helped plan a school-wide assembly which he says, “exhibited the faith that the school had in our abilities.”

Winner of this year’s alumni Gold Medal, presented to the student with the highest overall grade point average, and nominated for the lynne M. hannay inquiry award, Pacheco credits his success to the interactive teaching methods employed by laurier’s faculty. Pacheco says that laurier provided a safe and rich environment to learn and grow his teaching practices.

Pacheco believes that the hands-on experience and large amount of time spent teaching in his Pds school, coupled with laurier’s strong reputation in the education community helped him to secure a position on the York catholic district school board supply list. Pacheco is confident that laurier has, and continues to help him be well-equipped, confident and excited to enter the classroom this fall.

Jason Pacheco, Junior/Intermediate (Geography) Faculty of Education Graduate, 2010

Laurier uses a collaborative

professional practice model to encourage success throughout

the program

Schoolyard activities

Taylor Evans Public School, Guelph

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Why choose Laurier?

After all required course work and field placements are complete, a second camp in May will provide TECs with a forum for sharing insights and successes, setting professional goals, and working with faculty and peers to refine the knowledge and skills required for success in achieving a teaching position. This will also be a time to say farewell to friends before beginning a new career in teaching.

Post-graduation mentoringWe hold alumni gatherings to provide support for our graduates in their first year as teaching professionals. Graduates will have the opportunity to network

with peers and to attend professional presentations on topics of interest.

Professional connectionsFrom the very beginning, TECs will collaborate as a member of a school staff as they acquire, develop and refine your professional skills. Laurier has partnered with the Waterloo Region, Waterloo Catholic, Upper Grand, and Wellington District School Boards to provide extensive, in-depth and sustained field experiences for Faculty of Education students. TECs will work in an assigned professional development school site with an associate teacher for one and a half days a week throughout the year.

TECs will also complete an additional 11 weeks of block practica, gradually becoming engaged in full-time teaching.

the arts have a long standing tradition in Katelyn Vanier’s family. her mom was a piano teacher and she graduated from a theatre program. vanier, who loves the arts and working with children, felt that marrying both passions would lead her to a highly rewarding career in education.

vanier was drawn to the laurier community knowing that it would be “small and intimate.” the program initially caught her interest because of its integrated approach to learning, which she describes as “interdisciplinary and cross-curricular.” vanier also knew that laurier had a strong reputation established amongst employers.

at franklin Public school in Kitchener, vanier wanted to try and “use the arts to fuel student interest and learning.” thinking outside of the box, vanier used songs, drama games, and dance to help students in a grade five classroom learn their adjectives and adverbs. she saw the students “cheering for lessons, instead of being turned off by them,” and knew that she was on to something.

being part of franklin Public school for the entire year allowed vanier to get to know all 600 students and teachers by name. she was inspired by her dedicated and motivating associate teachers who consistently gave her “helpful suggestions and interactive feedback.” it was also this unique practicum model that allowed vanier to develop an a cappella choir comprised of nearly 35 students including boys who were able to express themselves through beat boxing.

vanier encourages future teachers to think creatively. she admits that this doesn’t always mean using the arts, but, rather putting yourself in a student’s mind frame in order to build lessons to target many different types of learners, ultimately creating the “best learning experience possible for as many students as possible.”

Katelyn Vanier, Primary/Junior Faculty of Education Graduate, 2010

Course descriptions

Foundation and curriculum studiesEu 401: Learning and child Developmentthis course helps develop knowledge and under-standing of learners and learning. it addresses key concepts of human development and past and contemporary theories of learning. tecs examine how students develop cognitively, emotionally and physically. tecs develop an understanding of individual differences and the socio-cultural influences that impact development and learning.

Eu 402: school and societythis course addresses historical and contemporary contexts of education. tecs examine various philosophical perspectives and a range of issues related to the relationship among schools, their communities and the larger society. tecs are introduced to the roles of the Ministry of education, district school boards, the ontario college of teachers, and the teachers’ federations.

Eu 404: Professional Learning seminarthis two-semester course engages tecs in ongoing professional reflection and inquiry with their Profes-sional learning cluster. tecs meet weekly in their Pds site to share identified problems flowing from their professional practice, engage in collaborative inquiry and problem solving and construct profes-sional knowledge as a community of learners. the Professional learning seminar has been designed to address the issues outlined in the conceptual framework, such as building connections and enacting the various levels of inquiry. through reflection on action, the course helps tecs build connections between theory and practice and encourages an inquiry-based approach to the experienced problems of teaching and learning.

Eu 405: General teaching methodsthis course focuses on the basics of classroom instruction common to all subject areas. the first area of focus will be on writing clear instructional objectives, which set out the expectations for the students. objectives lead into planning entire lessons, which provide clarity of instruction, a logical sequence of learning events which vary in learning styles. Planning of units entails a series of interconnected lessons which help students develop concepts on a focused topic, allows for interdisciplinary connections and higher order thinking, and incorporates strategies to meet the needs of diverse learners.

Eu406: Equity and Diversity in schoolsthis course addresses selected theories and their related educational practices that contribute to the creation and maintenance of an equitable and inclusive school climate, one that respects and affirms the diversity and interdependence of the world’s peoples and cultures as well as the history, cultural heritage, and pluralism of canadian society.

Eu407:Perspectives on Learners with Exceptionalitiesthis course considers the learner with exceptionalities in the educational context. diverse exceptionalities are examined as well as related programs and placements. legislation, policies and procedures related to special education are examined, including the individual education Plan and the identification and placement process. the course content will vary in its focus on curriculum expectations, learning and teaching at the different grade levels, depending on divisional enrolment of tecs.

Eu 410: Language Literacy Education Ithis course helps tecs develop the knowledge and skills necessary for effective teaching of language literacy/english. through this course, tecs will explore strategies to promote and support language literacy learning for students in the primary, junior and intermediate divisions. central to the course is a focus on the role of language and literacy for thinking and learning across the curriculum.

Eu 411: Language Literacy Education IIthe second level language literacy/english course provides an opportunity for tecs to investigate more deeply the concepts and issues related to effective planning, instruction and assessment in language literacy/english. the course continues to explore theory and practice related to literacy learning across the curriculum that is inclusive of multiple literacies including digital, visual, and print literacies and that fosters a critical orientation to text.

Eu 412: mathematics Education Ithis course helps tecs develop the knowledge necessary for effective teaching of mathematics. through this course, tecs will develop strategies to promote and support mathematical understanding in children. Particular emphasis will be placed on the “big ideas” in mathematics education and the progression of mathematical reasoning.

Eu 413: mathematics Education II in this second level course in mathematics education, students are provided the opportunity to examine

advanced issues in learning and teaching of mathematics. the course will emphasize practical applications of concepts and principles in teaching mathematics.

Eu414: social studies Education I this course examines current theory and practice related to social studies education, including planning and implementing curriculum and effective teaching and assessment strategies.

Eu 415: science and technology Education Ithis course examines current theory and practice related to science and technology education including planning and implementing curriculum and effective teaching and assessment strategies. strategies for using observation, inquiry, problem-solving, and ‘hands-on’ exploration to support effective teaching and learning are highlighted.

Eu 422: teaching for the arts this course enables tecs to develop the knowledge and skills necessary for effective teaching in the arts: dance, drama, music and visual arts. special attention is given to the cultural significance of the arts, its role as a means to develop creative forms of expression and communication, and its connections to other curriculum areas.

Eu 423: health and Physical Educationthe course helps tecs develop the knowledge and skills necessary for effective teaching in physical and health education. it explores the essential contribution that health and physical education make to students’ social, emotional, physical and intellectual devel-opment. this course focuses on helping students acquire the knowledge, skills and attitudes necessary for healthy active living throughout their lives. special attention is paid to safety, highlighting the impor-tance of safe instructional practices and classroom management skills.

Discipline-specific methodsin the J/i division, each candidate takes a methods course designed to develop techniques and strategies pertinent to their specific content area.

sample elective coursesEU431 - English Language Learning •EU 439 - Teaching in Kindergarten•EU 440 - Teaching in Ontario •Catholic SchoolsEU499a - Assessment•EU499b - Classroom Management•

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Admission requirements

The aim of the Laurier one-year consecutive education program is to cultivate graduates who will be knowledgeable about and prepared to teach the Ontario curriculum at either the primary/junior or the junior/intermediate level. Students will use instruc-tional and assessment practices that reflect current research, and act to collaboratively and continuously improve student learning, as well as their own practice and that of their learning community.

What is unique to the Laurier teacher education method is the PDS model. Teacher education candidates will spend one and a half days a week throughout the year

in host schools, in addition to scheduled teaching practica. In total, students will spend over 17 weeks in the classroom.

Technology is an integral part of the Laurier program and students will be required to purchase a laptop leased-to-own from the University.

General admission requirementsAdmission into the Faculty of Education is based 50 percent on academic achievement and 50 percent on information submitted in the Experience Profile.

Enrolment in the Faculty of Education is limited and fulfillment of the minimum

admission requirements does not guarantee admission into the program. Mature students must meet the same requirements as all other candidates. Incomplete or late applications will not be considered.

Applicants who have listed more than one program choice on their application must list their choices in the order in which they would like to be considered. Applicants who have applied for more than one program only need to send one copy of their required documents.

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The Faculty of Education at Wilfrid Laurier University fosters excellence in teacher education and scholarship through inquiry, reflection, and collaborative sustained partnerships in learning.

for Dr. Kristiina montero, education has been a life long pursuit. Montero says she entered the field of education to “help young minds expand their critical thinking, language skills, and creativity.” creating authentic learning opportunities for all students has the potential to tap into all of these.

in the introduction to Montero’s poetry book, “soul talk: urban Youth Poetry,” internationally acclaimed author luis J. rodriguez describes poetry as “one of the vital languages, one of the most important means of experiencing truth.” Montero believes that this truth helps empower students and “showcase their talents in authentic ways, making school meaningful to them.”

the core of Montero’s research and practice is informed by theories of multicultural and culturally responsive pedagogy. these theoretical perspectives inform nearly every instructional decision she makes. Montero has been involved in numerous research projects that help students and teachers access the power of culturally responsive pedagogy to empower culturally, ethnically, linguistically, and/or socioeconomically marginalized and disenfranchised students. for example, she works with english literacy development programs like the accelerated basic literacy education (able) program in the Waterloo region district school board geared to facilitate english literacy development for students of limited prior schooling.

her prior research on the digital language experience approach (d-lea), an instructional method that combines the use of oral language and digital photography has shown to help english language learners make powerful connections between oral, written, and visual text. Montero believes it is essential to use available technology to enhance education for both teacher education candidates and students.

dr. Montero is proud to belong to the bachelor of education family at laurier. When asked what she would tell future bachelor of education students about the program she says, “the program is intense, but, embracing the intensity makes for a personally and professionally rewarding experience.” Montero likes that, “we help to make learning matter for students.” she says that the faculty at laurier “desire to inspire and excite students through the growth and development inherent in the learning process.”

Dr. Kristiina montero, assistant Professor, Faculty of Education

Admission requirements

1. admission averageA minimum academic average of 70 percent (“B-”) on the most recently completed ten full or 20 half-credit undergraduate university courses is required. Only undergraduate university courses completed by December 1, 2010, will be counted in the admission average. College transfer credits will not be counted. If credits are still in progress at the time of application, they will be solely considered to fulfill junior/intermediate subject requirements. Applicants must request a second transcript with final marks be sent to Laurier no later than January 28, 2011. Preference will be given to students who have completed, or who are completing, a four-year degree with a minimum of 20 full-credits. Applicants presenting a three-year degree will still be considered for admission into their program of choice. Applicants who have completed, or who will complete, a master’s degree by July 31, 2011, will receive additional admission points. Applicants who present a college/applied degree will be assessed on a case-by-case basis. Official university transcripts ordered through the OUAC or issued from an accredited university must be received by Wilfrid Laurier University no later than December 1, 2010.

Applicants who have attended universities on a letter of permission or international exchange must provide an official transcript from the institution(s) attended. These applicants should also send specific course descriptions or an academic calendar from the institution(s) attended to Laurier no later than December 1, 2010.

Please do not send transcripts for secondary school, community college, or CEGEP. They will not be evaluated.

Applicants who have received transfer credits from prior college or universities must provide an official letter outlining the number of transfer credits received towards their undergraduate degree.

Program specific admission requirementsPrimary/JuniorPreference will be given to students who have successfully completed a

half-credit undergraduate university course in one or more of the following subject areas: English, French, math, and/or science. Applicants who do not have credits in the designated subject areas will still be considered for admission into the program.Junior/intermediate Applicants require one teachable subject to be eligible for the junior/intermediate program. They may, however, apply to a maximum of two teachable subjects and are asked to rank their teachable subjects in order of preference.

Applicants must have at least three full credits or six half-credit under-graduate university courses, with an average of 70 percent (“B-”) in their chosen teaching subject. At least one full-credit or two half-credit courses must be at the second-year level or above. All courses to be counted toward the teachable subject must be submitted with a final mark no later than January 28, 2011. If an applicant presents more than the required number of courses for the subject area, the subject specific average will be calculated using the highest grades.

In order to ensure adequate preparation in subjects taught at the junior/intermediate level, preference will be given to applicants who have one or more half-credit undergraduate university courses in three of the following five subjects: math, science, English, geography/history (Canadian geography/history recommended), or fine arts including: music, visual arts, dance, or drama. Applicants who do not have credits in these subject areas will still be considered for admission into the program.

Junior/intermediate applicants will be scheduled to practice teach in Grades 4–8.

Applicants are asked to submit a supplemental admission application form, packaged with the Experience Profile, outlining the undergraduate courses they would like to have considered towards their teachable subject(s). Applicants must also submit course descriptions for each of the courses they wish to have considered. The supplemental admission application

form and course descriptions must be received by Wilfrid Laurier University no later than December 1, 2010.

additional requirements for specific subject areas:

english: At least three full under-graduate credits in English are required; within the three full-credits, at least two half-credit courses must be in English literature or poetry. University essay courses, courses in English culture, and writing for business and science do not satisfy credit requirements for English. french as a Second language: Five full undergraduate credits are required, including one half-credit course in each of the following: French written language/grammar, French literature and French culture. Please note that this is an additional two full-credits or four half- credits more than the general teachable requirement at the junior/intermediate level. Applicants will be required to demonstrate oral and written fluency.Geography: Within the three full under-graduate credits, at least one half-credit course in Canadian geography and one half-credit course in research methods or geographic information and analysis must be included.Health and Physical education: Within the three full undergraduate credits, at least one half-credit course in kinesiology or health science and two half-credit activity courses must be included.History: Within the three full under-graduate credits, at least one full-credit course in Canadian history (early and modern preferred) must be included.Mathematics: At least three full under-graduate credits in mathematics are required. At least one full senior math credit, second-year level or above, must be included. Mathematics courses equivalent to a secondary school math credit will not be counted. Music – instrumental: At least three full undergraduate credits in music, including both applied and academic, must be included. Preference will be given to applicants with a minimum of one full-year credit in each of the following four areas of music study: music theory, music history (includes

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NEW

Admission requirements

musicology and popular music), applied music and music education. Grade 10 Royal Conservatory of Music certification will satisfy the requirement for applied music. The music education requirement may include courses in second instruments, conducting, music education methods and/or music technology. Consideration will be given to equivalent field experience and/or related postsecondary education.Music – Vocal: At least three full undergraduate credits in music, including both applied and academic. Preference will be given to applicants with a minimum of one full-year credit in any of the following areas of music study: music theory, music history (includes musicology and popular music), applied music and music education. Grade 10 Royal Conservatory of Music certification in voice will satisfy the requirement for applied music. The music requirement may include courses in choral or vocal techniques, choral conducting, music education methods and/or music technology. Consideration will be given to equivalent field experience and/or related postsecondary education.Science – General: At least three full undergraduate credits in science and one half-credit undergraduate mathematics

course are required. Must include one half-credit undergraduate course in at least three of the following: biology, biochemistry, chemistry, earth and space science, environmental science, zoology, and physics.

2. Experience profile Applicants must submit a completed Experience Profile, to be received by Laurier no later than December 1, 2010. The Experience Profile form can be downloaded from either the OUAC or Wilfrid Laurier University websites. Experience Profiles will be reviewed only if a student meets minimum academic requirements. The Experience Profile form is an integral part of admission to the Laurier program and will count for 50 percent of the admission evaluation. Letters of reference are not required and will not be evaluated. Faxed copies of the Experience Profile will not be accepted.

3. Equity admissionsWilfrid Laurier University values diversity and encourages applications from qualified candidates who self-identify as members of Aboriginal/First Nation groups, racial

minorities, and/or differently-abled groups. A select number of places will be reserved in our education program for qualified individuals from these groups. Further information and equity admission forms are available on our website. Equity admission forms are packaged with the Experience Profile and must be received by Laurier no later than December 1, 2010.

4. English language proficiencyAll applicants whose first language is not English (learned and spoken in the home) are required to submit official English language test results obtained within the last two years from either IELTS or TOEFL. Studying in an English-language school system for a portion of secondary school or university does not exempt applicants from this requirement. Photocopies will not be accepted. Official English language proficiency test scores must be received by Laurier no later than December 1, 2010.

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Leslie newman has been an education administrator for eight years. for the past four, newman has been the principal of rockwood Public school, home to 610 junior kindergarten to grade eight students, and 45 staff members.

having been a classroom teacher for 16 years prior to entering administration, newman has had the opportunity to give back to the teaching profession and its professionals by working with a number of pre-service teachers. When newman was first approached by laurier three years ago to have rockwood Public school become a Professional development school (Pds), both she and her staff jumped at the opportunity saying it was “good for the school and its students.”

What she liked most about the laurier program was that she saw benefits in the fluidity of idea exchange between both teacher education candidates (tecs) and her staff. newman says that she saw “benefits going both ways,” and feels that “associate teachers get as much out of the experience as the tecs do.”

newman particularly likes that tecs are placed at her school for the entire year and evolve to become part of the fabric of the school community. each august, she meets with the tecs prior to the first day of school in september. newman says that being in the school for the year “allows tecs to make long term commitments to the school.” Past tecs at the school have been involved with coaching sports teams and producing year books. newman and her staff also encourage and support tecs who wish to bring their talents and skills into the school by starting new extra-curricular activities during their placement.

newman is thrilled to be involved with laurier’s program. so much so that when she opens her new school, Westminster Public school in Guelph this september, she will, with the overwhelming support of her new staff, be bringing the Pds model with her.

Leslie newman, Principal, Westminster Public school, Guelph, ontario

NEW

Laura Cash Faculty of Education Graduate, 2008

IELts (International English Language testing system)

Minimum score of 7 overall with at least 6.5 in reading and listening, and scores of at least 7 in both writing and speaking.

toEFL (test of English as a Foreign Language)

1. Paper-based test: Minimum overall score of 600 with scores of at least 5.5 on the tWe, 58 in listening, and 58 in reading.

2. internet-based test: Minimum overall score of 103, with scores of at least 28 in writing, 23 in listening, 24 in reading and 28 in speaking.

3. Pte (Pearson test of english): Minimum overall score of 70.

Wilfrid laurier university reserves the right to request an english language proficiency test result from any applicant. students who, after admission, show an inadequate command of spoken or written english may be required to withdraw from the program.

English language proficiency waiverApplicants whose first language was not English, but who studied solely in an English language educational system beginning in primary school, may request a waiver of English Language Proficiency if:

1. they have passed the grade 10 ontario literacy test or

2. they have completed a 3u and 4u or grade 12a and oac english with a 75% or higher in each of the two courses.

Applicants who request this waiver must submit an official copy of the relevant supporting documentation to Laurier no later than December 1, 2010.

5. applicants with international transcripts/degreesApplicants educated outside of Canada and the United States who have obtained a degree from a foreign country must have all official transcripts translated (as applicable)

and evaluated by World Education Services (WES). Applicants are responsible for the costs associated with the course-by-course evaluation and any translation required. Notarized transcripts will not be accepted, nor will transcripts submitted directly to Wilfrid Laurier University. It is the applicant’s responsibility to send an official paper copy of their WES evaluation to Laurier no later than December 1, 2010. Please note that it can take upwards of six weeks for WES to receive official transcripts from a foreign academic institution, after which point the WES evaluation can take a week or longer to complete. Applicants should begin the evaluation process as early as possible to ensure that Laurier receives a WES evaluation no later than December 1, 2010. Late documents will not be accepted. More information about WES and international documentation can be obtained on our website.

Applicants who have concerns about international documentation are asked to contact admissions at admissions@wlu.ca

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Admission requirements

Program highlights Applicant checklist and deadlines Submit the following to the ontario universities application centre (ouac) no later than december 1, 2010:

qComplete online TEAS application at: www.ouac.on.ca/teas

qTEAS application fee ($120 for three choices and $38 for each subsequent choice)

qLaurier Experience Profile assessment fee ($60)

qTranscript Request Form for each Ontario university attended

Submit the following to education admissions, office of the registrar, Wilfrid laurier university on or before december 1, 2010:

qOriginal copy of Experience Profile (faxes will not be accepted)

qOriginal transcripts for out-of-country institutions (translations and WES course-by-course evaluations are required as applicable)

q Original transcripts for out-of-province institutions

qOriginal transcripts for students who completed courses out-of-country while on exchange or letter of permission

qOfficial course descriptions for all courses studied internationally on a letter of permission or through an international exchange program

qFor junior/intermediate applicants only, the supplemental admission application form and applicable course descriptions for those courses

qEquity Admissions forms (if applicable)

qOfficial English language test, within the past two years (if applicable)

Due to the high volume of applications we receive, we are unable to verify the receipt of documents. In order to ensure delivery by the deadline date, we recommend using a courier service.

applications are not considered complete until all of the above fees and documents have been received by the deadline date. Incomplete applications will not be considered.

Determine your eligibility by reviewing •Laurier’s admission requirements.

Apply through the Teacher Education •Application Service (TEAS) no later than December 1, 2010 at: www.ouac.on.ca/teas

Submit your Experience Profile and •any other applicable required materials to Education Admissions no later than December 1, 2010.

Selected applicants will be sent Offers •of Admission on April 1, 2011. Offers can be viewed online through TEAS on April 3, 2011.

next stepsapplying to Laurier’s consecutive Bachelor of Education program involves several steps. Please review carefully and observe all deadlines.

✔Links theory and hands-on practice•Professional Development Schools•Inquiry-focused•

Technology intensive•Research-based university courses•Post-graduation mentoring•

*leasing a laurier-issued laptop containing Ministry software is a requirement of this program. an option to sell the laptop back to the university will be available at the end of the program.

2010/2011 ExPEnsEs (subject to change for the 2011/2012 academic year)

Domestic students International students

Tuition $6,928 $19,680

Ancillary fees $900 $1,600

Laptop lease $1,380 $1,380

Textbooks $800 (approximate cost) $800 (approximate cost)

On-campus parking $242.94 $242.94

TOTAL $10,250.94 $23,702.94

on thE coVEr: Elisa Goldmanfaculty of education Graduate, 2008

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While every effort has been made to ensure this publication is accurate at time of printing, the information contained herein is subject to change without notice.

Primary/Junior | Junior/ intermediateenglish • french as a second language • Geography • health and Physical education • history

instrumental Music • vocal Music • Mathematics • General science

w w w . w l u . c a / e d u c a t i o n

WILFRID LAURIER UNIVERSITY

Office of Admissions75 University Avenue West | Waterloo, Ontario, Canada N2L3C5

Tel: (519) 884-0710 ext. 3685 | Email: admissions@wlu.ca

inspiring educational leaders