Changes to Queen's and Queen's-Trent Concurrent Education Program
in Years 1-3

January 2012

Queen’s Faculty of Education has approved changes to the structure and content of the Queen’s and Queen’s-Trent Concurrent Education programs in years 1-3. The changes are effective with courses beginning September 2012.

The program changes were developed and reviewed through a consultative process involving candidates (current and former) and concurrent education instructors at both Queen’s and Trent. The aim of the changes is to bring greater commonality and coherence to the programs over the first three years of study, in preparation for the Bachelor of Education year.

The significant change is in the sequence of the Professional Studies courses. The topics for the three years will provide candidates with a strong basis in understanding issues of equity and inclusivity, enabling them to take a separate course for Concurrent Education students in their final year (currently under discussion) which acknowledges their prior study of education.

In-program candidates will adjust to the new program format beginning September 2012:

• Year 1 candidates: having successfully completed the prior Year 1 format in 2011-12, will proceed to the new Year 2 format in 2012-13
• Year 2 candidates: having successfully completed the prior Year 2 format in 2011-12, will proceed to the new Year 3 format in 2012-13

The changes will be reflected in the 2012-13 Academic Calendar and the SOLUS Course Catalogue.

Questions regarding the changes to the program may be sent to Bob Burge, Education Registrar.

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Concurrent Education Years 1-3 Program Requirements (Education course components)

Year 1	All	PROF 110AB/3.0 Self as teacher	PRAC 110AB/1.5 Experiences in Schools I
Year 2	Primary-Junior	PROF 210AB/3.0 Self as learner (PJ)	PRAC 210AB/1.5 Experiences in Schools II
	Intermediate-Senior	PROF 211AB/3.0 Self as learner (IS)	PRAC 211AB/1.5 Experiences in Schools II
Year 3	Primary-Junior	PROF 310AB/3.0 Self as professional (PJ)	PRAC 310AB/1.5 Experiences in Schools III
	Intermediate-Senior	PROF 311AB/3.0 Self as professional (IS)	PRAC 311AB/1.5 Experiences in Schools III

New/amended descriptions for Professional Studies courses

PROF 110AB/3.0 Self as teacher - Introduction to schools, teaching, and curriculum in their historical, political, social and philosophical context. Exploration of policy, practice and professional portfolios, with an emphasis on reflective and critical thinking.

PROF 210AB/3.0 Self as learner (PJ) - Introduction to planning for learning in the Primary-Junior division. Exploration of universal design for learning, literacy, and diversity, with an emphasis on the use of assessment and evaluation as supports for learning. The portfolio will be highlighted as an individual documentation of learning.

PROF 211AB/3.0 Self as learner (IS) - Introduction to planning for learning in the Intermediate-Senior division. Exploration of universal design for learning, literacy, and diversity, with an emphasis on the use of assessment and evaluation as supports for learning. The portfolio will be highlighted as an individual documentation of learning.

PROF 310AB/3.0 Self as professional (PJ) - Introduction to professional judgement and decision making as it relates to the beginning teacher in the Primary-Junior division. Exploration of legal rights and responsibilities as professionals and reflection on and thinking critically about experiences in classrooms and host schools, adapting practices for exceptional learners and addressing equity issues faced in schools.

PROF 311AB/3.0 Self as professional (IS) - Introduction to professional judgement and decision making as it relates to the beginning teacher in the Intermediate-Senior division. Exploration of legal rights and responsibilities as professionals and reflection on and thinking critically about experiences in classrooms and host schools, adapting practices for exceptional learners and addressing equity issues faced in schools.