平特五不中

For specific program admission requirements and further information, please refer to www.mcgill.ca/dise/grad.

Graduate Certificates, M.A., and Ph.D. Programs

1. Applicants to the Certificate and M.A. programs must hold a bachelor's degree from a recognized university. A minimum standing equivalent to a CGPA of 3.0/4.0, or 3.2/4.0 for the last two full-time academic years, is required. A concentration of courses related to the area chosen for graduate work is usually required. (See #5 below)

   Applicants to the Ph.D. program must hold an M.A. in Education or a recognized equivalent degree from a recognized university. The applicant's record should indicate high academic standing (a minimum CGPA of 3.0/4.0) and evidence of research competence in the proposed area of doctoral research.

2. Applicants to the Certificate and M.A. programs must submit:
   • a current curriculum vitae;
   • a letter of intent specifying academic and professional experience and interests (specifically, research interests for the Thesis option or project interests for the Non-Thesis Project option).

   Applicants to the Ph.D. in Educational Studies program must submit:

   • a current curriculum vitae;
   • a letter of intent identifying the applicant's proposed research topic, potential supervisor, and expected professional direction. Please note that it is the Ph.D. applicant's responsibility to secure a supervisor as part of the admission process;
   • a four- to five-page summary of the proposed research topic identifying the applicant's main research questions, the research trends that have led to the questions, ways in which the research could be conducted, and relevant references.
3. Applicants must submit two letters of recommendation, at least one of which must be from a university-level instructor; the other may be from an administrator in an educationally relevant context.
4. Applicants to graduate studies whose mother tongue is not English, and who have not completed an undergraduate or graduate degree from a recognized foreign institution where English is the language of instruction or from a recognized Canadian institution (anglophone or francophone), must meet one of the following English proficiency criteria:
   • with a minimum overall band of 7.0 with a minimum writing score of 7.0; or
   • iBT (Internet-based test) 鈥� minimum overall band of 92 with a minimum score of 22 each for the Writing and Speaking sections and a minimum of 20 each for the Reading and Listening sections.
   For applicants to the Master of Arts in Teaching and Learning (MATL) (Non-Thesis):

   • with minimum overall band of 7.0 with a minimum of 7.0 each for the Writing, Speaking, Listening, and Reading sections; or
   • iBT (Internet-based test) 鈥� minimum overall band of 92 with a minimum score of 22 each for the Writing, Speaking, Listening, and Reading sections.

   The Department reserves the right to evaluate the applicant's language proficiency before initial registration.

5. Further requirements applicable to specific options:

   Graduate Certificates in Educational Leadership 1 and 2 鈥� Normally, applicants are required to have at least two years of relevant educational experience (in leadership roles or related professional experience).

   Graduate Certificate in Teaching English as a Second Language 鈥� Applicants are required to pass a written and oral English language proficiency test set by the Department.

   Master of Arts in Second Language Education 鈥� Normally, applicants are required to have a minimum of 36 credits including a combination of relevant courses in education and language studies. Applicants are required to have at least two years of relevant professional experience in education.

   Master of Arts in Educational Leadership 鈥� Normally, applicants are required to have at least two years of relevant leadership experience (teaching or related professional experience).

   Master of Arts in Teaching and Learning (MATL) (Non-Thesis) 鈥� Please see the Departmental website for additional admission requirements. Applicants to the MATL TESL option are required to pass a written and oral English language proficiency test with a French component set by the Department. Applicants are required to have experience in educational settings (formal or informal).

   Certificat d鈥櫭﹖udes sup茅rieures en p茅dagogie de l鈥檌mmersion fran莽aise 鈥� Applicants are required to pass a written and oral French language proficiency test set by the Department.

平特五不中鈥檚 online application form for graduate program candidates is available at www.mcgill.ca/gradapplicants/apply.

See University Regulations & Resources > Graduate > Graduate Admissions and Application Procedures > Application Procedures for detailed application procedures.

Application opening dates are set by Enrolment Services in consultation with Graduate and Postdoctoral Studies (GPS), while application deadlines are set by the Department of Integrated Studies in Education and may be revised at any time. Applicants must verify all deadlines and documentation requirements well in advance on the appropriate 平特五不中 departmental website; please consult the list at www.mcgill.ca/gps/contact/graduate-program or www.mcgill.ca/dise/grad.

Admission to graduate studies is competitive; accordingly, late and/or incomplete applications are considered only as time and space permit.

MATL Internships:

• are required courses compliant with Ministry requirements and in accordance with the University鈥揝chool Board agreements; organized and evaluated by the Faculty of Education's Internships & Student Affairs Office (ISA); student teachers are not permitted to contact potential host schools to obtain a placement (unless on paid contract; see below);
• are completed with an eligible Cooperating Teacher(s) as mentor(s), unless a student teacher has received ISA approval to use a paid teaching contract at an eligible host school to satisfy the Internship requirements (see Placement Options below);
• must be completed at the Secondary level within a public or private Anglophone school in the greater Montreal region, with the exception of the Teaching English as a Second Language (TESL) program, in which student teachers are placed in Francophone public or private schools. Student teachers may only be placed in a private school setting for one of the two required Internships;
• may exceptionally be completed in an adult education setting (Internship 2 only) or in a Francophone setting (Internship 2 only), with ISA鈥檚 authorization;
• require that students follow registration and placement request procedures as stipulated by the ISA. Students who do not follow procedures may not be assigned to a host school in a given term;
• may begin or end before or after the first/last day of lectures, and may continue during regularly scheduled University breaks;
• are not remunerated for student teachers placed with a Cooperating Teacher(s);
• require that student teachers be present in the host school on a full-time basis for the specified duration of the Internship (refer to dates on the www.mcgill.ca/isa/student-teaching/fedates);
• require that student teachers budget time and money for travel to and from their assigned host school;
• may not be completed in a host school where a student teacher has a family member working or attending;
• have a corequisite Professional Seminar component (see Minerva for dates and times).

Students:

• must take Internship 1 in the first Winter term of the program;
• must be in Satisfactory academic standing and have met all prerequisite and corequisite course requirements;
• registered for the Internship course will receive permission to access the online Student Teaching Placement Form at their official @mail.mcgill.ca email address; the Placement Form must be completed by the date indicated in the email for preferences to be registered;
• may defer an Internship with a valid reason by taking an official Leave of Absence from the University; valid reasons for a Leave of Absence can be viewed at www.mcgill.ca/gps/students/registration/progress/leave-vacation. On a case-by-case basis, students may be allowed to defer an Internship and continue in coursework dependent upon approval by the Program Director;
• should consult their MATL Program Coordinator or ISA Placement Coordinator for further assistance, if required.

Cooperating Teacher

Student teachers without an approved teaching contract will be placed by an ISA Placement Coordinator in the classroom of an eligible Cooperating Teacher(s) and must follow the host school's schedule on a full-time basis. Student teachers in this situation must not contact potential host schools for placements.

Contract

Student teachers who have secured a paid teaching contract in the appropriate Internship term may request to have this contract reviewed by the ISA to see if it will fulfill the Internship requirements relative to number of hours, context, subject area, etc.

Please note, student teachers who have already been placed with a Cooperating Teacher for their Internship and subsequently wish to accept a contract either before or during the Internship must register a request with the ISA; approval is at the discretion of the ISA Director.

Students who wish to have a contract evaluated must:

• consult MATL guidelines to determine if the contract may be eligible to meet Internship requirements;
• ensure that the contract is for a minimum 70% of a full-time teaching workload; 100% of actual teaching hours must be in the appropriate teachable subject area;
• complete the full number of required hours鈥攑er Internship guidelines鈥攚hich may necessitate an extension of the Internship dates;
• submit a copy of the contract (or a detailed letter from the School Administrator/HR) confirming the teaching schedule and conditions to the ISA; any further modification of an approved contract must be approved by the ISA.

Detailed Internship guidelines and copies of evaluation forms for each Internship are posted on the ISA website. Students are responsible for familiarizing themselves with the Internship objectives, evaluation criteria, and forms prior to the start of each Internship.

Students are responsible for familiarizing themselves with the policies and rules governing all aspects of Internship, including pedagogical and professional behaviour (available at www.mcgill.ca/isa) prior to the start of the Internship.

Students should not engage in any type of employment during the course of the Internship (with the exception of a teaching contract used to fulfill the Internship requirements) nor register for any additional/non-required course(s) which may interfere with the successful outcome of the Internship.

ISA relies on the goodwill of Cooperating Teachers and School Administrators to arrange placements. To that end, the ISA strives to maintain professional relationships established over time with partner schools. Student teachers in the MATL program are advised to be aware of the commitment they are making to their chosen career when beginning the Internship. All decisions and actions should reflect the ethics of the teaching profession and the highest standards of professionalism.

Attendance and Absences

Punctual attendance is required at the host school for the duration of the Internship (per the host school鈥檚 full-day schedule and not that of the Cooperating Teacher鈥檚). Unexcused absences from the Internship and/or corequisite courses, including Professional Seminar, may result in exclusion from the corequisite course or removal from/failure in the Internship.

Excused absences include:

• Illness: Student teachers may be absent for up to 2 days without supporting medical documentation; after 2 days, a student teacher must obtain a supporting medical note and the outcome of the Internship may be evaluated by the ISA Director, as necessary;
• 平特五不中 Exam: Student teachers with a scheduled 平特五不中 exam may be absent from the host school on the appointed day; this provision does not cover non-平特五不中 exams;
• Religious Observation: Student teachers are permitted to be absent for religious holy days, as outlined in 平特五不中鈥檚 Policy on holy days;
• 平特五不中 Varsity Sporting Event(s): Student teachers are permitted to participate in a sporting event as a member of a 平特五不中 varsity team; student teachers must provide the ISA with supporting documentation from 平特五不中 .

Days missed due to excused absence must be made up, generally, at the end of the Internship.

In the case of a foreseeable absence (e.g. religious observation, varsity sporting event, etc.), student teachers must advise the below noted parties before the start of the Internship or, if the Internship has already commenced, at least two weeks in advance. In the case of an unforeseeable absence (e.g. illness), student teachers must advise the below noted parties as soon as possible:

• Host School Administrative Office
• Co-operating Teacher(s)
• 平特五不中 Field Supervisor
• 平特五不中 ISA Placement Coordinator (by e-mail or by phone: 514-398-7046)

Absences for any other reason, including but not limited to marriage, family events, vacation, extracurricular activities, employment, or conflicting courses, are not permitted during the Internship. Students who may need to defer the Internship or rearrange their course schedule should contact their Program Coordinator.

For student teachers on a paid contract, in case of a conflict between the University鈥檚 attendance policies and that of the host school, please contact the ISA.

Judicial Record Verification

Quebec鈥檚 Education Act, section 261.0.2, grants school boards the right to verify the judicial record of any person regularly in contact with minor students, and this includes student teachers. Each school board or private school may have its own administrative procedures for verification. Students are responsible for complying any request for judicial record verification. Any student unable to obtain the required security clearance will not be permitted to undertake their Internship(s) and, consequently, will be withdrawn from the MATL program as the Internships are a mandatory requirement. Additional information about the judicial record verification process can be found on the www.mcgill.ca/isa/student-teaching/preparation.

Work Permit for International Students

In order to be in compliance with government regulations, international students (students who are not Permanent Residents or citizens of Canada) should hold a valid Internship/Co-op Work Permit issued by Citizenship and Immigration Canada (CIC) to complete their Internships. This permit is independent from the paid off-campus work permit which is included as part of the study permit and requires a separate application. For detailed instructions and assistance with the application, students should contact www.mcgill.ca/internationalstudents.

Internships are graded according to the graduate grading scale (Grading and Grade Point Averages (GPA)).

For students admitted to the MATL program prior to Summer 2017:

• A final grade is assigned for the Internship course (EDIN) based on a combination of their marks in the field work (Internship) and Professional Seminar components;
• Grades are weighted as follows: Supervisor Summative (40%), Cooperating Teacher Summative (40%), Professional Seminar Grade (20%). In the case of the Summative Evaluations, which are marked on a 1鈥�5 point scale across 12 Professional Competencies (5 being the highest possible mark), each mark out of 5 is assigned a corelating number out of 100 and an average is calculated to reach a final numerical grade out of 100; this is then converted to the corresponding letter grade;
• Students must pass both the Internship and Professional Seminar components of the course individually in order to pass the Internship (EDIN) course as a whole.

For students admitted to the MATL program in Summer 2017 and beyond:

• A final grade is assigned for the Internship course (EDIN) based on a combination of their marks in the field work (Internship) alone;
• Grades are weighted as follows: Supervisor Summative (50%), Cooperating Teacher Summative (50%); on both Summatives, which are marked on a 1鈥�5 point scale across 12 Professional Competencies (5 being the highest possible mark), each mark out of 5 is assigned a corelating number out of 100 and an average is calculated to reach a final numerical grade out of 100; this is then converted to the corresponding letter grade;
• Students must pass both the Internship 1 (EDIN 610) and the Professional Seminar 1 course (EDPS 610) in order to proceed to Internship 2 (EDIN 620) and the Professional Seminar 2 course (EDPS 620).

The Failure Policy applies. Where a student is experiencing serious pedagogical or professional difficulties in an Internship, the ISA Director will review the case, including formal evaluations as well as written reports from the field, to render one of the following decisions:

• If the student has demonstrated potential to successfully reach the required standards of the Internship, a grade of "F" may be assigned for the EDIN course with permission to repeat an Internship during the next term in which it is offered. Per the Graduate Studies policy, a subsequent Failure (F, J, KF, WF) in an Internship or any other course will require withdrawal from the MATL program (NB: if the student has already obtained one "F", the standard failure policy applies);
• Assign a grade of "F" for the EDIN course and submit a request to Graduate & Postdoctoral Studies, asking that the student be withdrawn from the MATL program immediately (with relevant supporting documentation).

An MATL student may appeal any final outcome of an Internship course (EDIN) within 30 days of the posted grade by making a written application to the Faculty of Education 鈥� Student Affairs Committee (SAC) (isa.education [at] mcgill.ca). If the outcome of the SAC, once concluded, is not accepted by the student, a formal application may be made to the Associate Dean of Graduate and Postdoctoral Studies for Education.

Withdrawal from Internship

• A request for withdrawal (with refund) from the Internship (EDIN course) for any reason must be done at least two weeks before the start of the Internship; the student teacher is responsible for registering this request with the ISA in writing by this deadline;
• Students wishing to withdraw for any other reason, including illness, personal reasons, etc., from an Internship (EDIN course) less than two weeks before its start or after it is underway must register their request in writing to the ISA; based on the circumstances surrounding the request, the ISA Director will determine the final outcome of the Internship and Enrolment Services will determine eligibility for refund.

Early Dismissal from an Internship

At any time, student teachers may be removed from their Internship placement at the request of the host School Administrator and/or Cooperating Teacher, or at the request of the ISA Director. Students who are removed from an Internship placement will be informed of the reason for the early dismissal and will meet with the ISA Director.

Circumstances that could lead to early dismissal include, but are not limited to:

• Prerequisite courses not successfully completed;
• Exceeding the number of permissible unexcused absences for corequisite courses (consult the syllabus for each course);
• Failure to pass a judicial record check, if required by the school or school board where the student is placed;
• Unprofessional behaviour or behaviour that contravenes the Code of Ethics for Student Teachers;
• Failure to make the improvements outlined on a Competency Improvement Plan (CIP) or Record of Early Concern (REC) by the date indicated.

In these cases, the final outcome for of the Internship (EDIN course) will be determined by the ISA Director.

Possible outcomes include:

• Reassignment during the same term, subject to availability of placements;
• W 鈥� Withdrawal (with or without refund, at the discretion of Graduate & Postdoctoral Studies);
• F 鈥� At the discretion of the ISA Director, the student may be permitted to register for the Internship again during the next regularly scheduled term;
• F 鈥� At the discretion of the ISA Director, with a request to Graduate & Postdoctoral Studies, asking for immediate removal (with relevant supporting documentation).

Preamble 鈥� A Student-Centred Perspective

• Mandate

  A joint subcommittee consisting of members from two standing committees of the Faculty of Education (Faculty of Education Ethical Review Board and Student Standing) was created to develop a Code of Ethics for Student Teachers and to examine the ways in which this Code will be communicated to students, faculty members, and educational partners.

• Goals and Rationale

  The interests of the two Standing Committees of the Faculty of Education in promoting appropriate ethical and professional conduct have led us to develop the following Code of Ethics for Student Teachers. This code seeks to respond to and address the following needs:

  1. The Code addresses the interdependent duties, rights, and responsibilities of student teachers, faculty members, and educational partners.
  2. By addressing common issues and needs, the Code seeks to articulate and make explicit ethical principles that transcend disciplinary boundaries. These principles reflect the fundamental values that are expressed in the duties, rights, and responsibilities of all involved in Teacher Education.
  3. The Code requires a reasonable flexibility in the implementation of common principles. It is designed to help those involved in Teacher Education, as a matter of sound ethical reasoning, to understand and respect the contexts in which they work and accommodate the needs of others.
  4. The Code seeks to encourage continued reflection and thoughtful response to ethical issues. It does not seek definitive answers to all ethical questions or situations. Rather, it seeks to outline the guiding principles to ethical conduct and to identify major issues that are essential to the development and implementation of this Code.
• Context of an Ethics Framework for Student Teachers

  The principles and norms guiding ethical conduct are developed within an ever-evolving complex societal context, elements of which include the need for reflective action and ethical principles.

  Education is premised on a fundamental moral commitment to advance and construct knowledge and to ensure human understanding and respect for individual and collective well-being and integrity.

  The moral imperative of respect translates into the following ethical principles that assume a student-centred perspective as articulated in the Quebec Curriculum Reform and Competencies outlined for Teacher Education.

Academic Freedom and Responsibilities

Teachers enjoy, and should continue to enjoy, important freedoms and privileges. However, with freedoms come responsibilities and ethical challenges. This Code of Ethics is in keeping with the philosophy and spirit of the New Directions that are embedded in the document 鈥淭eacher Training: Orientations, Professional Competencies鈥� (MEQ 2001) and the reflective practice literature.

The role of the teacher and the contexts of teaching have changed. Thus, new resources (knowledge, skills, attitudes) are required to practise the profession and to meet the challenges of teaching and learning in whatever contexts student teachers may find themselves, and to engage in professional development individually and with others.

Ethics and Law

鈥淭eaching is governed by a legal and regulatory framework鈥� (MEQ 2001, p. 120). The law affects and regulates the standards and norms of teaching behaviours in a variety of ways such as respecting privacy, confidentiality, intellectual property, and competence. Human rights legislation prohibits discrimination and recognizes equal treatment as fundamental to human dignity and well-being. Teachers should respect the spirit of the Canadian Charter of Rights and Freedoms, particularly the sections dealing with life, liberty, and the security of the person, as well as those involving equality and discrimination and the Education Act that sets out the obligations and rights of teachers.

Guiding Ethical Principles

Ethical student teachers should respect the following guiding ethical principles:

1. Respect for Human Dignity
   • Speaks and acts toward all students with respect and dignity; and deals judiciously with them at all times, always mindful of their individual rights and personal sensibilities.
   • Respects the dignity and responsibilities of cooperating teachers, peers, principals, parents, and other professionals or para-professionals within the school, school board, and community.
2. Respect for Vulnerable Persons
   • Respects and recognizes ethical obligations toward vulnerable persons. This principle recognizes that students are in a vulnerable position and that student teachers are in a privileged relationship with students and their families and will always refrain from exploiting that relationship in any form or manner.
3. Respect for Confidentiality and Privacy
   • Respects the confidential nature of all information related to students and their families and will share such information in an appropriate manner only with those directly concerned with their welfare.
   • Respects the confidential nature of all information related to all school personnel and will share such information in an appropriate manner.
4. Respect for Justice
   • Respects and recognizes the right of individuals to be treated with fairness and equity and the importance of avoiding conflicts of interest.
5. Respect for Safety of Students
   • Respects the right of individuals to expect that student teachers will engage in practices that aim to ensure the physical, psychological, and emotional safety of students.
6. Respect for Existing Ethical Codes and Professional Standards
   • Respects the authority, roles, and responsibilities of the cooperating teacher, and agrees to adhere to the responsibilities and obligations for teachers as outlined in the Education Act, Faculty, and University handbooks as well as all local agreements by host school boards and schools.
7. Balancing Harm and Benefits
   • Acknowledges that any potentially harmful practices (e.g., science labs and physical education activities) must be balanced with anticipated benefits and conducted in a prudent, informed manner.

Putting Principles into Practice: Venues for Communication

More than one principle may apply to a given case or situation. For meaningful and effective implementation of these principles, they must be widely communicated and applied in appropriate contexts.

The M.A. in Teaching and Learning program is designed such that the program may be completed in five or six consecutive terms. In all cases, the program begins with mandatory courses in the Summer term. It is important to note the following:

• Internship semesters have 12 credits, including required corequisite courses.
• Internship placements are completed full-time in a secondary school. See Graduate Student Teaching / M.A. in Teaching and Learning Internship.
• Summer terms are mandatory in the MATL program. Consult the program overview by term on the Department website.

Students should consult a Program Coordinator and program overviews for details. Full-time/part-time status may also affect financial aid arrangements; contact the Scholarships and Student (Financial) Aid Office for more information. See Categories of Students for information about full-time and part-time study.

The Quebec Ministry of Education requires that all students in teacher education programs demonstrate their proficiency in the language of instruction. To fulfil this obligation, M.A. in Teaching and Learning students are required to write the English Examination for Teacher Certification (EETC) in May of the first Summer term of the program. Students must pass the examination in the first Summer term and prior to Internship 1. Students who do not pass the EETC exam must meet with the Program Coordinator to determine an individual program trajectory. Note, failure of the EETC exam may compromise a student's ability to maintain full time status.

The examination is coordinated by an independent body, the Centre for the English Exam for Teacher Certification. Information is available on the . 平特五不中 assists with the administration and scheduling of the examination. To write this examination, students must first register on Minerva for a section of EDTL 515 in the Summer term, then register with the Centre at and pay a fee before writing the test.

Students who do not pass both sections of the examination the first time are expected to meet with their Program Coordinator to plan a course of action for English language proficiency improvement. Students are required to take the EETC again, and must successfully complete the section that was not passed. A fee is charged each time the examination is written. Students who have not completed both sections of the examination on their fourth attempt are required to withdraw from the program, and must consult with an Program Coordinator about readmission procedures.

The CRP is a research project whereby MATL students, as they complete their courses and Internships, identify an area of professional interest either in the broad landscape of teaching and learning or directly related to their subject specialty. The CRP is supported and developed throughout the MATL program in designated courses. The CRP is due and presented in the final Professional Seminar of the program. Guidelines are posted on the Department's website and the Internships & Student Affairs website.

All students in the M.A. Teaching and Learning program are required to prepare a professional portfolio by the time of their graduation. The portfolio is a component of the professional seminars that are integrated with each Internship. The finished professional portfolio is a requirement of the MATL program. Guidelines are posted on the Internships & Student Affairs website.

Students in the M.A. Teaching and Learning program will engage in graduate progress tracking using the reporting forms and timelines established by the department specific to the MATL program.