Programs & Courses

Course Outlines

Covenant Canadian Reformed Teachers College offers several course programs in preparation for a teaching career in Reformed schools:


100 - Foundational and Religious Studies


Bible Studies

The Bible courses provide students with an in-depth survey of the covenantal and redemptive history of God's self-revelation as recorded in the Bible. Background information from world history, geography, and archaeology relevant to the history of the Bible will be included as appropriate. Emphasis will be placed on skills necessary for responsible and effective teaching of Bible history.

DT 101 - Bible I (3.0 credits)

Old Testament Studies covers the history from Genesis 1 to the captivity of Judah. This period also includes the wisdom literature and most of the OT prophets. The students will research topics related to the sacrificial services and ceremonies in Israel.

DT 102 - Bible II (3.0 credits)

New Testament Studies covers the history from the captivity of Judah to the end of Acts. The NT letters are reviewed in their historical context. Students will research topics connected to the intertestamentary period.

DT 103 - Bible III (3.0 credits)

The Bible history lesson is an essential part of the instruction in Reformed schools, and therefore also an essential part of a teacher's training. The close connection between home, school, and church means that the telling of the Bible story is to be done within the framework of the Reformed confessions. This perspective also explains the connection between the two components of this course:

  • Part 1: Reformed Doctrine

This part of the course deals with all the topics of Reformed doctrine as follows:

  • Scriptural basis for each doctrine
  • expressions and terms used in Scripture and confessions
  • connections to doctrinal issues in church history
  • connections to current doctrinal issues
  • connections between doctrine and the classroom
  • Part 2: Bible Story Telling

This part of the course helps students to prepare a Bible History lesson in a responsible way. Students are first shown how to work with the material in preparation for telling a Bible story (the Bible text, commentaries, other resources) and, secondly, how to present the lesson. The use of a theme and an appropriate story outline is stressed. The students will become familiar with the redemptive-historical approach to Bible history.

EDU 108 - Bible Study: Survey of Old and New Testament (3.0 credits)

Students will identify the main contents and thematic lines that run through the Old and New Testaments, and will be engaged in a thematic lesson planning approach. The aim of the course is to help student-teachers in their preparation for Bible history lessons by looking at the main themes and lines in the history of redemption.


Church History Studies

These first two courses are offered in a 2-year cycle; the third course is offered every year. Although there is a chronological sequence, each course stands independent from the others. All three courses emphasize the use of themes to give structure and focus to church history. Each course has a dual focus: the content of church history and the pedagogical principles and methods for teaching church history.

DT 104 - Church History (3.0 credits)

This course traces the history of the church of Jesus Christ from Pentecost (c. A.D. 30) through the fall of the Roman Empire to the concluding centuries of the Middle Ages (c. 1400). Topics focus on the struggle of the church against heresy, persecution, domination by the state, and papal hierarchy.

DT 105 - Church History (3.0 credits)

This course traces the history of the church of Jesus Christ from the Renaissance (c. 1400) through the ages of Reformation and Enlightenment to the 18th century revival and missionary movements (c. 1800). Reformation is followed by division as the church of Jesus Christ struggles to live by the Word of God in an increasingly humanistic world climate. A divided Christian church brings the gospel to the ends of the earth during the 17th and 18th centuries.

DT 106 - Church History: From 19th Century to the Present including developments in North America (3.0 credits)

This course traces European origins of and developments in the North American ecclesiastical context, with particular attention for the federation of Canadian/American Reformed churches, its historical roots, and its ecclesiastical contacts.  The course also incorporates the pedagogy of teaching Church History.

DT 107 - Introduction to Ethics (3.0 credits)

The norms of Scripture and the principles derived from the Ten Commandments will be applied to ethical issues in educational settings. Special attention will be given to The Ethical Standards for the Teaching Profession (OCT, 2012) and their implications for professional practice in Reformed schools. One module focuses on Christian intellectual character development for teacher candidates and the application in a classroom setting.

EDU 106 - Church History: From 19th Century to the Present including developments in North America (3.0 credits)

This course traces European origins of and developments in the North American ecclesiastical context, with particular attention for the federation of Canadian/American Reformed Churches, its historical roots, and its ecclesiastical contacts. The course also incorporates the pedagogy of teaching Church History.

EDU 110 - Reformed Doctrine: Survey of Reformed and Presbyterian Confessions (3.0 credits)

The course works within the context of the historical developments in the Reformed Christian churches hailing from the 16th Century Reformation. As such, the course deals with all the topics of Reformed doctrine by examining the Scriptural basis for each doctrine, and by studying the expressions and terms used in Scripture and confessions. Throughout the course, connections will be made to doctrinal issues in church history and to current doctrinal issues. Where applicable, direct links to classroom practice will be made.

EDU 111 - Church History: From Pentecost to the 19th Century (3.0 credits)

This course traces the history of the Church of Jesus Christ with a European emphasis. The first part (Early Christian Church to the Middle Ages), focuses on the struggle of the Church against heresy, persecution, domination by the state, and papal hierarchy. The second part focuses on developments from the Renaissance (c. 1400) through the ages of Reformation and Enlightenment, to the 18th century revival and missionary movements (c. 1800).


200 - Education Studies

DT 201 - Foundation of Reformed Education (3.0 credits)

This course examines the structure of a Reformed Christian school in which biblical instruction across the entire curriculum is normative. Relationships between home, school, and church are explored, with a special emphasis on the home-school (parent-teacher) relationship in the teaching and learning setting of the classroom. The course includes topics such as school governance and government relations.

 

DT 202 - Foundations of Curriculum (3.0 credits)

An introduction to the elements and development of curriculum at various levels (from philosophical to practical units of study), and associated issues and tensions.  Students examine a variety of curriculum orientations and how they are reflected in the Ontario curriculum and educational journals, and applied in secular and Christian textbooks/units of study. Applying the theory, students prepare a critique of a curriculum unit.

DT 203 - Introduction to Educational Research (3.0 credits)

Given the significance of the place of research in today’s educational settings, this course introduces students to various research designs, methods, and approaches, and to the tenets of doing research responsibly. Students learn how to design, research, and report on an inquiry topic directly related to education in the elementary and/or secondary school setting.

DT 204 - History of Education (3.0 credits)

A historical survey of the purpose and practice of education in its social and political context from the Greek and Roman to Western civilization in general, with a focus on developments in Canada and specifically in Ontario from about 1800 to today. Along with attention for the relevance of each era for today, special emphasis is placed on the role of the parents, the state, and the church.

DT 205 - Mathematics for Elementary Teachers (3.0 credits)

This course is a survey of mathematical topics within the Ontario Curriculum Grades 1-8 Mathematics and taught in Christian elementary schools.  Problem solving and conceptual understanding will be and integral part of the course.  Through practice, the course is intended to prepare teachers to teach elementary school mathematics with confidence.

DT 206 - Schooling, Government, and Society (3.0 credits)

This course focuses on the legal and moral duties, rights, and responsibilities of teachers in the context of the Ontario College of Teachers document, The Standards of Practice for the Teaching Profession (OCT, 2012). Legislation, government policies and regulations regarding education in Ontario are reviewed in relation to the applicability to Reformed Christian schools. Issues of particular relevance to today’s society will also be discussed in light of the teacher’s role within a school setting.

EDU 201 - Foundations of Reformed Education (3.0 credits)

This course examines the structure of a Reformed Christian school in which biblical instruction across the entire curriculum is normative. Relationships between home, school, and church are explored, with a special emphasis on the home-school (parent-teacher) relationship in the teaching and learning setting of the classroom.

EDU 202 - Foundations of Curriculum in a Christian context (3.0 credits)

An introduction to the elements and development of curriculum at various levels (from philosophical to practical units of study), and associated issues and tensions. Students examine a variety of curriculum orientations and how they are reflected in the Ontario curriculum and educational journals, and applied in secular and Christian textbooks/units of study. Applying the theory, students prepare a critique of a curriculum unit applicable to their P/J or J/I specialization.

EDU 206 - Schooling, Government, and Society (3.0 credits)

This course focuses on the legal and moral duties, rights, and responsibilities of teachers in the context of the Ontario College of Teachers document, The Standards of Practice for the Teaching Profession (OCT, 2012). Legislation, government policies and regulations regarding education in Ontario are reviewed in relation to the applicability to Reformed Christian schools. Issues of particular relevance to today’s society will also be discussed in light of the teacher’s role within a school setting.


300 - Studies in Educational Psychology

DT 301 - Learning Theories (3.0 credits)

After a brief introduction to educational psychology, behaviourist, cognitive, and constructivist theories of learning and their application to the classroom setting are examined and evaluated from the Biblical perspective that every child is a unique creature of God. The work of theorists such as Pavlov, Skinner, Piaget, Bruner, Vygotsky and others will be introduced.

DT 302 - Assessment (3.0 credits)

This course introduces students to assessment in education. It is based on the premise that the assessment for, as, and of learning is a vital component of the instructional process and that the primary purpose is the improvement of learning. Topics include traditional testing, the use of rubrics and authentic, performance-based, portfolio assessment, and differentiated instruction and assessment.  This course includes a detailed study of the Ontario Ministry of Education document Growing Success.

DT 303 - Child Development (3.0 credits)

This course presents a brief historical overview of the child and his/her place in culture, society, family, and school.  The physical, cognitive, and psycho-social dimensions of child development are examined from the beginning of life at conception, and special attention is paid to the school-aged and adolescent youngster. Throughout the course explicit connections with be made to learning, and to current issues that affect schooling.

 

DT 304 - Special Education (3.0 credits)

This course acquaints the student with a wide range of special needs children within a typical classroom setting in a Reformed Christian School.  Suggestions for early detection, referral, and initial modification of programs and materials are presented. In addition, specific teaching approaches (e.g., differentiated instruction) and the role of the teacher in implementing IEPs will be introduced. Topics such as anxiety and depression will receive special emphasis.  Students will be expected to tailor their readins and assignments to reflect their teaching interests.

EDU 303 - Child Development (3.0 credits)

This course presents a brief historical overview of the child and his/her place in culture, society, family, and school. The physical, cognitive, and psycho-social dimensions of child development are examined from the  eginning of life at conception, and special attention is paid to the school-aged and adolescent youngster. Throughout the course explicit connections will be made to learning and to current issues that affect schooling.

EDU 304 - Special Education (3.0 credits)

This course acquaints the student with a wide range of special needs children within a typical classroom setting in a Reformed Christian school. Suggestions for early detection, referral, and initial modification of programs and materials are presented. In addition, specific teaching approaches (e.g., differentiated instruction) and the role of the teacher in implementing IEPs will be introduced. Topics such as anxiety and depression will receive special emphasis. Students will be expected to tailor their readings and assignments to reflect their P/J or J/I specialization.

EDU 305 - Learning Theories and Assessment (3.0 credits)

The first part of the course provides an overview of behaviourist, cognitive, and constructivist theories of learning. Their relevance to the classroom setting are examined and evaluated from the Biblical perspective that every child is uniquely created by God. The second part of the course examines the role of assessment for, as, and of learning as a vital component of the instructional process. The Ontario Ministry of Education Growing Success document forms a central resource for this course. Topics include traditional testing, the use of rubrics and authentic, performance-based, portfolio assessment, and differentiated instruction and assessment. Students  are expected to apply the course assignments in a way that reflects their P/J or J/I specialization.


400 - Curriculum Methods Studies

All curriculum methods courses offer a two-fold approach:

  • The content of the discipline/subject is delineated and examined.
  • Appropriate methodologies (including differentiated instruction), resources, and approaches for the teaching and learning of the subject area are presented.

The student is expected to become familiar with each subject as a course of study, and be able to place it in the context of a Christian worldview. All curriculum methods courses help students link specific subject areas to the learning expectations identified in Ontario’s Ministry of Education curriculum documents. Practical applications to the classroom setting are central to all curriculum methods courses.

DT 401 - Art (3.0 credits)

This course acquaints students with the language of art, explores art in its variety of forms, and investigates a wide variety of materials and equipment. This course aims to equip teacher candidates with the knowledge and skills to teach art with confidence and imagination, fostering in their students a greater appreciation for the aesthetic dimensions of God’s creation.

DT 402 - French as a Second Language I (3.0 credits)

Both courses focus on improving the student’s own French language skills . Student achievement upon entrance to either course will determine whether a student takes a course at a general or advanced level .  Both courses also promote student growth and development in becoming responsible, competent, and creative French language teachers for elementary schools . Through a variety of activities, students will practise listening, speaking, reading, and writing French in the context of French culture studies . Assignments and activities are designed to provide students with ideas and activits for their future classroom

DT 403 - French as a Second Language II (3.0 credits)

Both courses focus on improving the student’s own French language skills . Student achievement upon entrance to either course will determine whether a student takes a course at a general or advanced level .  Both courses also promote student growth and development in becoming responsible, competent, and creative French language teachers for elementary schools . Through a variety of activities, students will practise listening, speaking, reading, and writing French in the context of French culture studies . Assignments and activities are designed to provide students with ideas and activities for their future classrooms.

DT 404 - Language Arts: Reading (3.0 credits)

This course is an introduction to the teaching of language arts in the elementary school. It examines connections among the six language arts: reading, listening, speaking, representing, viewing, and writing. Although the emphasis is on the reading component, students will be equipped to prepare a well-balanced language arts program for their future classrooms. Theoretical issues as well as practical classroom applications (e.g., programming, planning, methodology, resources, assessment, etc.) are examined.

DT 405 - Language Arts: Writing (3.0 credits)

This course focuses on teaching elementary school children to write effectively in a variety of genres. Building on the connection between writing and reading, this course introduces students to the traits of good writing and the process of writing. Students will also be introduced to frameworks used in elementary schools for teaching the language arts (e.g., Four Blocks, 6+1 Traits of Writing). This course has a dual focus: the development of students’ own writing and the teaching of writing across the various age levels of the elementary school. Students are shown how to design teaching activities as well as checklists and rubrics that help the teacher assess not only the content and form of students’ writing, but also how well children use the process of writing. 

DT 407 - Mathematics (3.0 credits)

Introduction to the content and teaching methodology of mathematics in Christian elementary schools. Theoretical underpinnings of mathematics education (e.g., constructivism, conceptual/procedural understanding) are explored in the context of teaching and learning mathematics. Students will become well acquainted with the Ontario Curriculum Grades 1-8 Mathematics: primary/junior specialists (grades 1-6); junior/intermediate specialists grades 4-8). Students will also become familiar with and critique various mathematics programs (e.g., Jump Math, Saxon Math, Math Makes Sense)

DT 408 - Music (3.0 credits)

This course explores the place of music in today’s Christian classroom with an emphasis on developing the student’s own skills in learning and teaching music at the elementary level. Music theory and music history are reviewed, and teaching strategies based on the Kodaly and Orff methods are introduced. Practice in leading singing and in playing the recorder is provided.

 

DT 409 - Physical Education (3.0 credits)

This course is an introduction to the teaching of physical education in the context of a biblical orientation to the subject content, theory, and practice. Movement concept and skill, physical fitness, personal health and wellness skill mechanics, activity/games skill development, and positive social skills development form the core of the course. Instructional effectiveness, lesson planning and delivery, long-term organization and evaluation, and structuring student participation are also included.

DT 410 - Science and Technology (3.0 credits)

Introduction to the content and teaching methodology of science in Christian elementary schools. Theoretical underpinnings of science education (e.g., constructivism, inquiry-based instruction) are explored in the context  of teaching and learning science. Students will become well acquainted with the Ontario Curriculum Grades 1-8 Science and Technology.

DT 411 - Social Studies (3.0 credits)

This course examines the purpose, content, teaching/learning, and assessment of Social Studies/History and Geography in the elementary and middle school (K-8) from a biblical perspective with special reference to the Ontario curriculum. Current events and the historical novel receive special attention.

EDU 402 - French as a Second Language (3.0 credits)

The focus is two-fold: Improving one’s own French language skills, and becoming a responsible, competent, and creative French language teacher with P/J or J/I applications to elementary schools. Through a variety of activities, students will practice listening, speaking, reading, and writing French in the context of French culture studies. Assignments and activities are designed to provide students with ideas and activities for future classroom applications.

EDU 404 - Language Arts - Reading (3.0 credits)

This course is an introduction to the teaching of the language arts in the elementary school. With an emphasis on reading, the course examines connections among the six language arts: reading, writing, speaking,  istening, representing, and viewing. By means of a survey of P/J and J/I reading practice, students will be equipped to implement a well-balanced language arts program. Theoretical issues as well as practical applications (e.g., programming, planning, methodology, resources, assessment, etc.) are examined.

EDU 405 - Language Arts - Writing (3.0 credits)

This course is an introduction to the teaching of the language arts in the elementary school. With an emphasis on writing, the course examines connections among the six language arts: reading, writing, speaking, listening, representing, and viewing. By means of a survey of P/J and J/I writing practice, students will be equipped to implement a well-balanced writing program across the curriculum. Theoretical issues as well as practical applications (e.g., programming, planning, methodology, resources, assessment) are examined.

EDU 407 - Mathematics (3.0 credits)

Introduction to the content and teaching methodology of mathematics in Christian elementary schools. Theoretical underpinnings of mathematics education (e.g., constructivism, conceptual/procedural understanding) are explored in the context of teaching and learning mathematics. Students will become well acquainted with the Ontario Curriculum Grades 1-8 Mathematics: primary/junior specialists (grades 1-6); junior/intermediate specialists (grades 4-8). Students will also become familiar with and critique various mathematics programs (e.g., Jump Math, Saxon Math, Math Makes Sense)

EDU 409 - Physical Education and Health (3.0 credits)

This course is an introduction to the teaching of physical education in the context of a biblical orientation to the subject content, theory, and practice. Movement concept and skill, physical fitness, personal health and wellness, skill mechanics, activity/games skill development, and positive social skills development form the core of the course. Instructional effectiveness, lesson planning and delivery, long-term organization and  valuation, and structuring student participation are also included. The P/J and J/I specializations will be addressed using  the Ontario Curriculum Grades 1-8 Health and  Physical Education.

EDU 410 - Science and Technology (3.0 credits)

Introduction to the content and teaching methodology of science in Christian elementary schools. Theoretical underpinnings of science education (e.g., constructivism, inquiry-based instruction) are explored in the context of teaching and learning science. Students will become well acquainted with the Ontario Curriculum Grades 1-8 Science and Technology: primary/ junior specialists (grades 1-6); junior/ intermediate specialists (grades 4-8).

EDU 412 - Social Studies/History and Geography (3.0 credits)

This course provides an in-depth examination of the purpose, content, teaching/learning, and assessment of Social Studies/History and Geography in the elementary and middle school (K-8) from a biblical perspective. P/J and J/I specializations will be addressed through the application of the Ontario Curriculum. Special attention will be given to writing a position paper about a current topic and to developing a unit based on a historical novel.

EDU 413 - The Arts: Music and Art (3.0 credits)

This course consists of two modules: One dealing with music in which the place of music in today’s Reformed Christian classroom is explored, with an emphasis on developing the student-teacher’s skills in learning and teaching music at P/J and J/I. Music theory and music history are reviewed, and teaching strategies based on the Kodaly and Orff methods are introduced. Practice in leading singing and in playing the recorder is provided.

The second module acquaints students with the language of art, explores art in its variety of forms, and investigates a wide variety of materials and equipment. This course aims to equip teacher candidates with the nowledge and skills to teach P/J and J/I art with confidence and imagination, fostering in their students a greater appreciation for the aesthetic dimensions of God’s creation


500 - Academic and Professional Studies

Survey of English Literature A two-year chronological survey of British literature, this course explores major themes in the history of literature, especially as these themes reflect man’s relationship with his God, his tations, and written assignments, students will learn to articulate clearly and persuasively their responses to literature. Some attention will be paid to the writing of academic essays.

DT 501 - Anglo-Saxon to Neo-Classical (AD 1000-1800) (3.0 credits)

An examination of seminal works over the period, including a major work by Shakespeare, with some emphasis on historical and cultural contexts as a means to better understanding individual texts and the development of English literature overall. Students will develop their academic writing and research skills.

DT 502 - Romantic to Postmodern (AD 1800-2000) (3.0 credits)

A study of poetic, dramatic and prose forms from a wide range of historical periods and social contexts. Through textual analysis and close reading, this course acquaints students with the characteristic techniques and styles of influential writers and movements within English literature. Students will continue to advance  their abilities in essay writing and assessomg secondary sources.

DT 503 - Perspectives on Literature (3.0 credits)

This course explores the connections between philosophy and theories of reading in the classical, medieval, modern and post-modern eras. The approaches to literature in these four major phases in the history of ideas will be related to major paradigms of thought in order to examine how people’s foundational beliefs shape their perspective on literature. We will illustrate the perspectives offered by the philosophies in the theoretical writings with representative selections of literature, art and music.

DT 504 - Survey of Children’s Literature (3.0 credits)

This course is a survey of the literary genres found in children’s books. Students will explore the role of children’s literature as a reflection of culture throughout all times and places, including the challenges of critical literacy and censorship. The course is intended to broaden the teacher-candidate’s own knowledge of children’s books across a wide range of age, interest, fiction/non-fiction categories. In addition to developing an extensive annotated bibliography of their own readings, students will familiarize themselves with the body of work of one particular author/ illustrator of choice. Special attention with be paid to award-winning books (e.g., Newbery, Caldecott). The use of trade books to structure and support a classroom language arts program will be emphasized throughout the course.

EDU 506 - Foundations of Reformed Identity: Worldview and Apologetics (3.0 credits)

Using a historical and chronological approach, the course presents a survey of main philosophical themes arising out of the history of Western thought. Students will seek to find answers to questions that are common among today’s Christians in the Western world. Cognizant of their chosen vocation as future teachers, students will articulate a Christian worldview that will assist them in defending their faith in the context of society.

EDU 507 - Foundations of Reformed Ethics & Standards of Practice (3.0 credits)

The norms of Scripture and the principles derived from the Ten Commandments will be applied to ethical issues in society and education. Special attention will be given to The Ethical Standards for the Teaching Profession (OCT, 2012) and their implications for professional practice in Reformed Christian schools. One module focuses on Christian intellectual character development for teacher candidates and the application in a P/J or J/I classroom setting.


600 - Teaching at the Primary/Junion Division

The courses in this series are arranged in distinct modules, each featuring a specific element within the teaching-learning process. In addition, each Teaching Studies course contains a practicum preparation component to prepare the teacher-candidate for the field placement experiences in the schools. 

DT 601 - Teaching Studies 1 (3.0 credits)

The focus of this course is on lesson planning, essential presentation skills, introduction to curriculum, and preparation for practicum placement. Students are given the opportunity to develop skills in narration particularly as it applies to the teaching of Bible.

DT 602 - Teaching Studies 2 (3.0 credits)

 

Students will examine the place of information & communication technology in teaching and learning. This includes the theoretical elements (e.g., a Biblical world view & technology; current research) as well as  practical applications. The emphasis will be both on teaching and on learning with technology. Students will be expected to apply their learning by developing an e-professional portfolio

 

DT 603 - Teaching Studies 3 (3.0 credits)

The major focus of this course is on developing student understanding.  Students will be introduced to six facets of understanding (Wiggins & McTighe, 2005) along with nine instructional strategies (Dean et al., 2012),  hat aim to develop student understanding. Within the context of student understanding, students will also consider classroom management and develop a classroom management plan.

DT 604 - Teaching Studies 4 (3.0 credits)

This course consists of three major topics, namely, teacher-centered classrooms, student-centered classrooms, and theory and practice of narration as a teaching strategy, with applications across the curriculum.

DT 605 - Teaching Studies 5 (3.0 credits)

With specific references to their P/J or J/I specialization, students will apply the Understanding by Design model to all aspects of unit planning and delivery. Included in this course is an in-depth review of the application of Differentiated Instruction as an effective means of reaching all learners in a Reformed Christian school.

DT 606 - Teaching Studies 6: Induction (3.0 credits)

In this culminating course, students will examine the professional qualities and characteristics necessary to become a successful teacher. Topics include reporting student progress and parent-teacher conferences, a review of the application and appointment process, contracts and salary schedules, handbooks and policies, short- and longterm planning, and preparing to enter the teaching profession in a Reformed Christian school.

EDU 607 - Teaching Studies I - Introduction to Teaching (3.0 credits)

This course focuses on lesson planning, essential presentation skills, classroom management, and preparation for practicum placement. Students are given opportunity to develop skills in narration particularly as it applies to the teaching of Bible. Students are expected to adjust readings and assignments in keeping with their P/J or J/I specialization

EDU 608 - Teaching Studies 2 - Teaching and Technology (3.0 credits)

With a view to their P/J or J/I specializations, students will examine the place of information & communication technology in teaching and learning. This includes the theoretical elements (e.g., a Biblical world view & technology; current research) as well as practical applications. The emphasis will be both on teaching and on learning with technology. Students will be expected to apply their learning by developing an e-professional portfolio.

EDU 609 - Teaching Studies 3 - Planning for Instruction (3.0 credits)

With specific references to their P/J or J/I specialization, students will apply the Understanding by Design model to all aspects of unit planning and delivery. Included in this course is an in-depth review of the application of Differentiated Instruction as an effective means of reaching all learners in a Reformed Christian school

EDU 610 - Teaching Studies 4 - Induction (3.0 credits)

In this culminating course, students will examine the professional qualities and characteristics necessary to become a successful P/J or J/I teacher. Topics include reporting student progress and parent-teacher onferences; a review of the application and appointment process; contracts and salary schedules; handbooks and policies; short- and long-term planning; preparing to enter the teaching profession in a Reformed Christian school


700 - Practicum

Placements:  Field experience comprises an important component of student learning. Practice teaching offers students opportunities to develop competency across key areas: curriculum knowledge, planning, instruction, classroom management, and professionalism. Practicum placements are arranged in cooperation with a school principal or his/ her designate. Associate teachers, teachercandidates, school administration, and College supervisors follow the procedures and policies in the Practicum Guidelines.


Diploma of Education

EDU 700 - EDU 700 (0 credits)

Field experience comprises an important component of student learning. Practice teaching offers students opportunities to develop competency across key areas: curriculum knowledge, planning, instruction, classroom management, and professionalism. Practicum placements are arranged in cooperation with a school principal or his/ her designate. Associate teachers, teachercandidates, school administration, and  College supervisors follow the procedures and policies in the Practicum Guidelines.

EDU 708 - Practicum I (0 credits)

3 weeks

EDU 709 - Practicum II (0 credits)

5 weeks

EDU 710 - Practicum III (0 credits)

3 weeks

EDU 711 - Practicum IV (0 credits)

5 weejs


Diploma of Teaching

DT 700 - Practicum (3.0 credits)

Placements

Field experience comprises an important component of student learning. Practice teaching offers students opportunities to develop competency across key areas: curriculum knowledge, planning, instruction, classroom  management, and professionalism. Practicum placements are arranged in cooperation with a school principal or his/ her designate. Associate teachers, teachercandidates, school administration, and College supervisors follow the procedures and policies in the Practicum Guidelines.

DT 701 - Practicum I (0 credits)

3 weeks

DT 702 - Practicum II (0 credits)

4 weeks

DT 703 - Practicum III (0 credits)

3 weeks

DT 704 - Practicum IV (0 credits)

4 weeks

DT 705 - Practicum V (0 credits)

3 weeks

DT 706 - Practicum VI (0 credits)

5 weeks


800 - Professional Portfolio

Students are required to develop a professional portfolio during their studies at the College. Components of the portfolio have been incorporated into various courses in both programs. In their final year at the College, students complete their portfolios in preparation for the interview and hiring process. A professional portfolio should contain: a cover letter, a resumé, statements of Reformed education and faith, summaries of practicum experiences and learning, and examples of work as teachers-to-be (e.g., unit plan, position paper, etc.).

DT 800 - Professional Portfolio (3.0 credits)

Students are required to develop a professional (e)portfolio during their studies at the College. Components of the portfolio have been incorporated into various courses in both programs. In their final year at the College, students complete their portfolios in preparation for the interview and hiring process. A professional portfolio should contain: a cover letter, a resumé, statements of Reformed education and faith, summaries of practicum experiences and learning, and examples of work as teachers-to-be (e.g., unit plan, position paper).

EDU 800 - Professional Portfolio (0 credits)

Students are required to develop a professional (e)portfolio during their studies at the College. Components of the portfolio have been incorporated into various courses in both programs. In their final year at the College, students complete their portfolios in preparation for the interview and hiring process. A professional portfolio should contain: a cover letter, a resumé, statements of Reformed education and faith, summaries of practicum experiences and learning, and examples of work as teachers-to-be (e.g., unit plan, position paper).


900 - Special Focus Topics

From time to time, CovenantTeachers College offers to its students a concentrated study period intended to introduce the students to a topic which is directly relevant to teaching and learning. Examples include multiculturalism, poverty, First Nations, and technology.  Students are expected to participate actively by engaging with the topic. A pass/fail evaluation will be included on the student’s transcript.

DT 900 - Special Focus Topics (3. credits)

From time to time, Covenant Teachers College offers to its students a concentrated study period or a seminar series intended to introduce the students to a topic which is directly relevant to teaching and learning.  xamples include First Nations, multiculturalism, poverty, and technology. Students are expected to participate actively by engaging with the topic. A pass/fail evaluation will be included on the student’s transcript.