Faculty of Education

W i l f r i d L a u r i e r U n i v e r s i t y

W at e r l o o | o n ta r i o | C a n a d a

c o n s e c u t i v e b a c h e l o r o f e d u c at i o n p r o g r a m 2010inspiring educational leaders

larry Mishaw - Physical education teacher

taylor evans Public School, Guelph

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 — 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

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Himali Vatsraj

Faculty of Education Graduate, 2009

2 | www.wlu.ca/education

Why choose Laurier?

“I was plugged into the school body, and got to know the students and teachers.

David Witherow is no stranger to teaching. Throughout university, he gained valuable teaching experience in multicultural, private and public schools in Canada, Taiwan, and the United States. Initially, Witherow thought his passion lay in teaching adult learners. However, while working at Joy Children’s Language School in Taiwan, he quickly “realized how fun and rewarding teaching children can be.”

When deciding on which university to attend to complete his degree in Education, Witherow knew it had to be Laurier.

“I chose to attend Laurier because of the unique program qualities, in particular, the Professional Development School (PDS) model,” he says “I liked the idea of being in one school for an entire year. I was plugged into the school body, and got to know the students and teachers.”

At Empire Public School in Waterloo, Witherow was welcomed by the staff, students and principal. He quickly became integrated into the fabric of the school community. Along with the other Teacher Education Candidates at his school, Witherow helped start an intramural broomball league and a chess club. He also helped with the school’s holiday concert and volunteered his artistic and musical skills in the classroom.

“Laurier’s practicum model helped to create these extracurricular opportunities for me and they have enriched my teaching,” he says.

Witherow was engaged by his professors, whom he feels “love to teach.” At Laurier, “I found my professors were very approachable,” he says. Witherow was encouraged by his professors to “take chances creatively as a student and teacher,” and he would often incorporate music as an instructional strategy for his mathematics lessons.

Upon graduation, Witherow hopes to use the numerous skills he acquired at Laurier in his own teaching practice, and looks forward to the many teaching opportunities that lay ahead of him.

David Witherow, Faculty of Education Graduate, 2009 www.wlu.ca/education | 3

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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 school staffs 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 creationApply theory and practice, together with group and personal insights, to develop

new and innovative approaches to authentic classroom challenges and meet student needs. Work with fellow students, prac-ticing teachers and university instructors to develop and share techniques, strategies and models of reflective practice with the local and global community of learning professionals. During the 2008/2009 school year, students investigated inquiry based topics generated though their classroom interactions and observations. Some of the questions students addressed were as follows:

What be• nefits and consequences do students perceive from learning math through problem solving?

Is the presence of peer mediators on the •playground helping to alleviate student concerns regarding bullying and aggressive behaviour?

Does the use of K• urzweil technology during writing tasks improve the writing conventions and perceptions of success of Grade 3 students with language IEP’s?

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 Teacher Education Candidates 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 Professional Development School (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. Teacher Education Candidates 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.

Teacher Education Candidates are encouraged and supported by mentor 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, Teacher Education Candidates 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 devel-opment school, and learn about other resources available at Laurier.

After all required course work and field placements are complete, a second

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Why choose Laurier?

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 professionals and to share the challenges and successes from their first year of teaching.

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. Teacher Education Candidates will work in an assigned professional development school site with an associate teacher for one and a half days a week throughout the year. Teacher Education candidates will also complete an

additional 11 weeks of block practica, gradually becoming engaged in full-time teaching.

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students shared ideas, lessons and strategies, things that worked and didn’t work.

As a young child, Cecilia Cheng was drawn to the teaching profession. Her dedication to helping children learn blossomed throughout her university career. As a piano and dance teacher, and Mad Science program facilitator, Cheng had fun engaging young learners.

At J.D. Hogarth Public School in Fergus, Cheng was able to “build rapport with parents, teachers, administrators and students thoughout the year,” she says. “After the year, kids knew who I was and they were comfortable approaching me.” She quickly became great friends with three other TECs who were part of her learning cohort at the school. During the school year we “shared and learned from one another, we even had opportunities to team teach together,” she says. Laurier’s Professional Development School (PDS) model encouraged collaborative learning and helped Cheng with her classroom planning and preparation skills, which Cheng believes will benefit her teaching career.

At Laurier, Cheng found a “sense of community that I didn’t think I would get anywhere else.” She valued the unique practicum model employed by Laurier and one which she says “was not heard of or seen before by friends and family.” There was a strong “sense of collaborative learning throughout the year, which the learning environment catered to because of the small class sizes. Students shared ideas, lessons and strategies, things that worked and didn’t work,” she says.

Cheng is thankful to have been a part of Laurier’s education program, which she describes as “a supportive, collaborative learning environment which provides a wealth of opportunities to become involved beyond just the classroom.”

Cecilia Cheng, Faculty of Education Graduate, 2009 www.wlu.ca/education | 5

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Laurier uses a collaborative

professional practice model to encourage success throughout

the program

Schoolyard activities

Taylor Evans Public School, Guelph


Your time at Laurier

From its humble beginnings as a Lutheran seminary with four students in 1911, Wilfrid Laurier University has developed into a modern public university with

an enviable national and international reputation. That reputation is based on a solid foundation of effective and innovative academic programs, enthusiastic and approachable professors, and a commitment to student-centred teaching.

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

–Henry Brooks Adams

Laurier now has more than 12,000 full-time students at its Waterloo campus. Despite its rapid growth, there is something about Laurier that has remained constant: our sense of community.

The feeling of community our students find at Laurier is real. In survey after survey, students report feeling that they belong here, and they appreciate being treated as people, rather than numbers. A remarkable number of Laurier students are also community volunteers; perhaps

because they feel they are part of a caring community on campus.

Laurier’s partner in the education program, St. Jerome’s University, is a Roman Catholic university that has been federated with the University of Waterloo since 1960. St. Jerome’s will provide pre-service theological instruction to BEd students who have an interest in teaching in Catholic Schools.

St. Jerome’s Universityin the University of Waterloo

www.wlu.ca/education | 7

* Subject to change for 2010/2011 school year.

2009/10 Program Schedule*

FALL SEMESTER CLASS PRACTICUM ACTIVITIES

August 26 - September 3 1 week August Professional Learning Camp

September 4 - October 9 5 weeks Classes; 2 days a week in PDS sites (7 1/2 field-based days)

October 13 - October 23 2 weeks (9 days) PRACTICUM 1

October 26 - November 27 5 weeks Classes; 2 days a week in PDS sites (7 1/2 field-based days)

November 30 - December 18 3 weeks (15 days) PRACTICUM 2

WInter BreaK (DecemBer 21 - January 1)

WINTER SEMESTER CLASSES PRACTICUM ACTIVITIES

January 4 - March 12 10 weeks Classes; 2 days a week in PDS sites (15 field-based days)

march BreaK (march 15 - 19)

March 22 - April 30 6 weeks (30 days) PRACTICUM 3

May 3 1 day May Professional Learning Camp

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 influ-ences 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 403: teaching for equity and DiversityThis course addresses basic issues and concepts related to equity and diversity. TECs develop an understanding of the many factors that contribute to individual differences among students and a basic awareness of the nature of various disabilities including learning disabilities. 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 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 intercon-nected lessons which help students develop concepts on a focused topic, allows for interdisciplinary connections and higher order thinking, and incorpo-rates strategies to meet the needs of diverse learners.

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 coursesEU430 Liter• acy Intervention EU431 English Language Learning •EU 432 Using Technology for •Teaching and LearningEU 433 Outdoor and •Environmental EducationEU 434 Social Studies Education II•EU 435 Science and Technology •Education IIEU 437 Vocal Music Education•EU 438 Gifted Education •EU 439 Teaching in Kindergarten•EU 440 Teaching in Ontario •Catholic Schools

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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 Professional Development Schools (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.

“collaboration is a valued commodity in the laurier program.

Dr. Dawn Buzza’s passion for education was ignited while working with children who faced emotional barriers to education. She quickly realized that helping these children build confidence in school would help them succeed in school, and in life.

This knowledge inspired Dr. Buzza to pursue her Master’s of Education in counselling, followed by a PhD in Educational Psychology. Dr. Buzza’s current research centres on Self-Regulated Learning (SRL), or how students develop expertise in how to learn. Research on SRL involves consideration of learning strategies, metacognition and motivation. Her research has directly translated into her own classroom success helping motivate TECs through her collaborative learning style in the classroom and with her colleagues.

“Collaboration is a valued commodity in the Laurier program,” she says.

It is also a common thread that ties the small, tight-knit faculty complement together.

“We (professors) often talk informally with one another about our classes. These discussions allow us to routinely make links with one another throughout the spectrum of classes we teach,” she says. “Laurier’s program is firmly founded on theoretical rigour and good links to practice and experience.”

The inquiry project, embedded in the professional learning seminars exemplifies the core values of Laurier’s program; concurrent school improvement, collaboration, connections, inquiry, learning and reflective practice. TECs are encouraged to identify and take action to find solutions to authentic problems of practice. The inquiry project, according to Dr. Buzza, “develops a way of thinking about teaching where clear evidence is used to support classroom strategies and methods. The research skills help TECs enhance their professional practice and become more reflective teaching professionals.”

Dr. Dawn Buzza, Associate Professor and Associate Dean, Faculty of Education www.wlu.ca/education | 9

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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.


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, 2009, 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/inter-mediate subject requirements. Applicants must request a second transcript with final marks be sent to Laurier no later than January 29, 2010. Preference will be given to students who have completed, or who are completing, a four-year degree with a minimum of 20 full credits. Appli-cants 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 masters degree by July 31, 2010, will receive addi-tional admission points. Applicants who present an 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, 2009.

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, 2009.

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

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 may 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 or (“B-”), in their chosen teaching subject. At least one full 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 29, 2010. 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 prepa-ration 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 the designated subject areas will still be considered for admission into the program.

Junior/intermediate applicants will be scheduled to practice teach in Grades 4–8; placements in Grade 9 or 10 will be made only under special circumstances.

Applicants are asked to submit a supplemental admissions 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 Laurier no later than December 1, 2009.

Additional requirements for specific subject areas:English: At least three full undergraduate 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 two half-credits which include French grammar and French culture. Please note 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 must be included.History: Within the three full under-graduate credits, at least one half-credit course in Canadian history 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 credits in music, including both applied and academic must be included. Pref-erence 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 musicology, ethnomusicology and popular music), applied music, and


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music education. Grade 10 Royal Conser-vatory 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. Science – General: At least three full undergraduate credits in Science 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, 2009. The Experience Profile form can be downloaded from either the OUAC or Wilfrid Laurier University websites. Expe-rience Profiles will be reviewed only if a student meets minimum academic require-ments. 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, 2009.

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, 2009.“

From the moment they (tecs) arrive, they are part of the school community.

Susan Hunt has been a teacher and education administrator for the best part of 31 years. Hunt is currently the principal of St. Dominic Savio Catholic School in Kitchener, home to 487 junior kindergarten to grade eight students, and 41 staff members. For the past three years, Hunt and her staff have warmly welcomed Laurier’s (TECs).

“From the moment they (TECs) arrive, they are part of the school community,” she says. Hunt meets with all of the TECs before school starts in September. She provides an orientation to the school and encourages them to ask questions and ask for the support they need throughout the year. “In the beginning they are quiet and then they begin to share a great deal more in the group. They are members of our school and staff,” she says.

Hunt likes that Laurier’s program offers students the opportunity to be involved in the life of the school throughout the entire year. She enjoys watching the TECs set up and organize classrooms for the new school year alongside their mentor teachers. TECs work with students individually and in small groups. They are able to team teach and work with teachers in a variety of settings. “TECs have the opportunity to see students progress throughout the year,” she says.

During the year, Hunt says, TECs are “involved in the teaching and learning process,” which is a cornerstone philosophy at the school. TECs have their fingers on the pulse of the school, participating in staff meetings and professional development activities. Many become involved with extracurricular activities including: sports teams, intramurals, choir, and a variety of school clubs. “We are very fortunate to be part of the Laurier teacher education program and to have the TECs share their gifts and talents with our school community,” she says.

Susan Hunt, Principal, St. Dominic Savio Catholic School, Kitchener, Ontario www.wlu.ca/education | 11

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Laura Cash, Faculty of Education Graduate, 2008

A.R. Kaufman Public School, Kitchener

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.

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, 2009.

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, 2009. 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, 2009. 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 [email protected]

6. residency requirementsNon-Canadian citizens are required to submit a photocopy of their current record of landing or permanent residency status to Laurier no later than December 1, 2009.



Program highlights applicant checklist and deadlines Submit the following to the Ontario Universities Application Centre (OUAC) no later than December 1, 2009:

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, 2009:

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)

qProof of record of landing or permanent residency status for non-Canadian citizens

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, 2009 at: www.ouac.on.ca/teas.

Submit your experience Profile and •any other applicable required materials to education admissions no later than december 1, 2009.

Selected applicants will be sent offers •of admission on april 1, 2010. offers can be viewed online through teaS on april 3, 2010.

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.

2009/2010 expenses (subject to change for the 2010/2011 academic year)

domestic students international students

tuition $5,940 $17,850

ancillary fees $800.61 $800.61

laptop lease $1,380 $1,380

textbooks $800 (approximate cost) $800 (approximate cost)

on-campus parking $210 $210

total $9,130.61 $21,040.61

W i l f r i d l a u r i e r u n i v e r s i t y

Office of Admissions75 university avenue West | Waterloo, Ontario, Canada n2l 3C5

tel: (519) 884-0710 ext. 3685 | email: [email protected]/education

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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.

Faculty of Education

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