Fall 2026 Bachelor of Education Student Handbook

Wilfrid Laurier University’s Faculty of Education Bachelor of Education program is a two- year, consecutive teacher education program on the Waterloo and Brantford campuses. Graduates of this program earn a Bachelor of Education degree. The program qualifies candidates to be recommended for Ontario Teacher Certification in the primary and junior divisions (K to grade 6), primary and junior French as a second language, or the junior and intermediate divisions (grades 4 to10) with subject specializations in the following subject areas: English, French as a second language, First Nations, Inuit and Métis (FNIM), geography, health and physical education, history, instrumental music, vocal music, mathematics, or general science.

Wilfrid Laurier’s Bachelor of Education program is based on a Professional Development School (PDS) model. The Laurier Partner School model provides an opportunity to develop meaningful and sustained partnerships among Teacher Candidates (TCs), Laurier faculty, and educators in partnering schools. TCs spend one day each week throughout the year in partner schools, in addition to scheduled block practicum placements, and an extended eight-week practicum placement in Year Two. Students in Year One participate in an Alternative (non-Ontario classroom) Placement.

Brief History

In April 2005, Laurier submitted a proposal to the Ministry of Training, Colleges, and Universities to create a Faculty of Education. The impetus for this proposal was the lack of a Faculty of Education in Waterloo Region and surrounding areas. For many years, the community had been requesting easier access to such a Faculty, especially given the area’s population growth. Laurier, with its emphasis on community involvement, chose to inaugurate our Faculty in response to this need. Laurier’s Faculty of Education was approved and received its first primary/junior cohort in 2007. Since then, the Faculty of Education has expanded to include program offerings at the junior/intermediate division in the Bachelor of Education Program, a Master of Education Program with two fields of study—Interdisciplinary and Student Affairs, a Bachelor of International Educational Studies, a Minor in Education, a Teaching Option and a certificate in Mental Health Issues in the Classroom, along with numerous community outreach initiatives. In September 2022, we welcomed the inaugural class of the Bachelor of Education on the Brantford campus. September 2026 will be the first cohort of an Educational Studies, Doctor of Philosophy (PhD) program.

Laurier’s Faculty of Education inspires inquiry, inclusion, and innovation to cultivate diverse learners and leaders for sustainable, thriving communities.

The Faculty’s mission statement arises directly from and relates explicitly to our conceptual framework. It serves as a concise message for education partners and the public as to our uniqueness in structure and philosophy.

Wilfrid Laurier University strives to improve its relationship with the land and people with whom we share it. As such, it is important to further our understanding of the long-standing history that has brought Laurier to reside on the land, and to seek to understand our place within that history.

Laurier’s Kitchener-Waterloo, Brantford and Milton campuses are close to 18 First Nations communities and 12 Métis councils. The Six Nations of the Grand River and Mississaugas of the Credit First Nations are only a 15-minute drive from our Brantford campus.

Acknowledging them reminds us of our important connection to this land where we live, learn and work. We recognize, honour and respect these Nations as the traditional stewards, since time immemorial, of the lands and water on which Laurier is now present.

Waterloo and Brantford Campuses

Laurier's Waterloo and Brantford campuses are located on the shared traditional territory of the Neutral, Anishnaabe (Anish-nah-bay) and Haudenosaunee (Hoe-den-no-show-nee) peoples. This land is part of the Dish with One Spoon Treaty between the Haudenosaunee and Anishnaabe peoples and symbolizes the agreement to share, protect our resources and not to engage in conflict.

From the Haldimand Proclamation of Oct. 25, 1784, this territory is described as: “six miles deep from each side of the river (Grand River) beginning at Lake Erie and extending in the proportion to the Head of said river, which them and their posterity are to enjoy forever.” The proclamation was signed by the British with their allies, the Six Nations, after the American Revolution. Despite being the largest reserve demographically in Canada, those nations now reside on less than five per cent of this original territory.

The Faculty of Education at Wilfrid Laurier University understands the critical need to rethink the delivery and content of teacher education that is more inclusive of Indigenous Peoples of Canada. We are committed to the work of decolonizing our practices by first and foremost recognizing and accepting the reality of Canada’s colonial history. We are also committed to decolonizing our curricula and educational practices. We begin this process by dialoguing with our Indigenous community partners and with a good heart and mind, to Indigenize our practices by infusing Indigenous content – teaching, worldviews, knowledges and perspectives – in all of our courses. To this end, we take seriously the responsibility of taking the steps in the reconciliation process to move beyond the critical work of truth seeking and telling meaningful action. We aim to raise awareness about Indigenous Peoples of Canada to eradicate intolerance (e.g., racism, stereotypes) while celebrating and honouring First Nations, Inuit and Métis Peoples of Canada. Furthermore, we aim to promote greater awareness and knowledge about Indigenous cultures and concerns to critically evaluate how schools can better incorporate culturally sensitive curricula and teaching methods, while building stronger relationships with First Nations, Métis and Inuit students, families, and communities.

We strive to:

• Support the development of learners’ foundational knowledge base of First Nations, Inuit, and Métis worldviews and teachings so that they may know how to respectfully integrate First Nations, Inuit, and Métis topics and perspectives of education into their curricula and course designs.
• Encourage reciprocity, mutual understanding, acceptance, sharing, and transformation across cultures.
• Create a welcoming environment for Indigenous students, staff, and faculty at the Faculty of Education.

NOTE: In Canada, the term “Indigenous” refers to all Indigenous people. The Canadian Constitution recognizes three groups of Indigenous people: (a) First Nation, or Indian, as defined by The Canadian Constitution Act, 1982, section35. First Nation people are either status (registered with an Indian band or community) or non-status (not registered but are members of an Indian band or community); (b) The Métis, who, in the first instance, are descendants of European fur traders and First Nations women; and (c) Inuit are the Indigenous people of the North. These are three distinct peoples with unique histories, languages, cultural practices, and spiritual beliefs. There are more than one million people who identify themselves as an Indigenous person and they live in urban, suburban, rural and remote locations across Canada.

The Faculty of Education at Wilfrid Laurier University acknowledges and respects the richness and diversity of all members of our community and values their contributions to every aspect of university life. Laurier strives to affirm people of all genders and sexual orientations; persons from diverse backgrounds, origins, and religions; persons with disabilities; Indigenous persons; persons of a visible minority; and other disadvantaged, marginalized and/or oppressed groups, as contributing to the vitality of the Laurier community, not in spite of their differences but because of them. Laurier recognizes the unique heritages of Indigenous peoples and supports the intentions of First Nations, Inuit and Métis peoples to preserve and express their distinctive indigenous cultures, histories and knowledge through academic programming and co-curricular activities. The Faculty of Education will continue to implement policies and practices to address the barriers to equitable participation that exist in our society as a whole and within our institution. In doing so, we embed commitment to equity, diversity, inclusion and indigenization in every aspect of what we do within the university and in our connections to local and global communities.

Courses in the Bachelor of Education program will be conducted in an affirming and mutually respectful atmosphere for people of all gender expressions and identities. Faculty members are provided with a class roster with all names as they appear on the official enrollment information. If TCs use a name different from the roster, please notify instructors at the earliest convenience. TCs may also share gender pronouns with instructors.

Members of the class are expected to refer to one another by the name and pronouns identified by each student. If TCs are comfortable, they can familiarize their classmates with their names and pronouns.

The Centre for Student Diversity, Equity and Inclusion (CSEDI) has developed resources outlining how to request a different name to appear on some university records and systems such as ZOOM, MyLS and email. They also provide information about Laurier’s Inclusive Washroom Initiative, support resources at Laurier, and more.

CSEDI: Gender Inclusivity website: Gender and Sexuality Services and Support.

In Wilfrid Laurier University’s Faculty of Education, our approach to generative and agentic AI is grounded in the AIME architecture: Adaptive and Differentiated Learning; Inclusive and Culturally Responsive/Sustaining Integration; Multiple Critical AI Literacies; and Experiential, Ethical, and Evolving Practices. We acknowledge that AI integration must begin with the learner rather than the tool. Within this architecture, decisions about generative and agentic AI are shaped by a commitment to accessible, equitable, culturally responsive, critically literate, ethically grounded, and professionally responsible practice. These technologies can open meaningful possibilities for creativity, differentiation, feedback, multimodal expression, and inquiry; however, it also encourages educators and learners to consider the broader conditions in which AI is designed and used. This includes attending to its environmental footprint, its social and ethical consequences, its influence on wellbeing and professional roles, its relationship to misinformation and disinformation, and the unresolved questions it raises about copyright, ownership, privacy, data use, and transparency in model design and operation.

Meaningful learning requires active engagement: building mental models and habits of mind, communicating and applying ideas, evaluating information, reflecting on one’s growth, and developing a sense of voice, agency, and responsibility over time. This kind of learning in collaboration with artificial intelligences takes deep cognitive work. It is often slow, uncertain, challenging, relational, and deeply human.

We acknowledge that AI can make some tasks faster or more efficient but speed should not replace deep learning, productive struggle, human relationships, ethical decision-making, or the professional responsibility of educators and learners. We remain hopeful about the possibilities of AI to support thoughtful, transparent, and purposeful teaching and learning. Educators play a critical role in determining when and how generative and agentic AI can expand access, deepen inquiry, critical and culturally responsive engagement, and help learners become more ethical, reflective, and intentional in relation to their pedagogical goals.

This AI acknowledgement was adapted from the acknowledgements designed for McMaster University, Queen's University, University of Melbourne, and Dr. Camille Rutherford (Brock University).

At Laurier, the five principles of our conceptual framework permeate our courses and practical experiences, our partnerships with schools and school boards, and our relationships with each other within the Bachelor of Education; in this sense, the conceptual framework is a living piece of our culture. TCs are introduced to the framework on the first day of the Teacher Candidate Introduction to the Teaching Profession. Several intertwined principles form the basis of the conceptual framework. These principles are as follows: Learning, Inquiry, Collaboration and Concurrent School Improvement, Connections, and Reflective Practice. The Bachelor of Education programs at both the Waterloo and Brantford campuses are based on the same conceptual framework, practicum experiences, and courses.

The Laurier Bachelor of Education program purposefully finds ways for TCs to create meaningful connections as they develop their understanding of what it means to be an effective and compassionate teacher. TCs need to make connections across content areas and contexts, and between what they are learning in university courses and what they are experiencing in their schools. The Professional Learning Seminar courses help develop these connections. TCs are regularly asked to bring to the seminar examples of resources, tools, and practices they have seen or investigated in their classrooms to share and discuss within the context of material presented by the instructor.

Faculty members across all courses help TCs connect their diverse learning experiences to better understand the characteristics of effective teachers and classrooms that facilitate student learning and development. Learning and development is viewed through the following five themes:

• learner-centred;
• knowledge-centred;
• pedagogy-centred;
• community-centred and;
• professionally-centred.

The first four themes, learner-centred, knowledge-centred, pedagogy-centred, and community-centred are adapted from Darling-Hammond, Bransford, LePage, Hammerness and Duffy (2005). These themes provide TCs with a concrete way to connect the conceptual principles being learned about in their courses to classroom practice. The fifth theme, professionally-centred, has been added to emphasize the types of attitudes and behaviours expected of teaching professionals. These five themes align with, but are not identical to, the Standards of Practice for the Teaching Profession and the Ethical Standards for the Teaching Profession.

Learner-Centred Teachers

• Demonstrate respect for students' family, culture, and language practices.
• Respond to individual needs of students.
• Encourage student responsibility for learning and classroom behaviour.
• Establish a safe and positive classroom climate.
• Establish rapport with students.
• Establish clear routines, procedures, and transitions.
• Employ effective classroom management strategies.
• Present lessons that allow children to build mastery of concepts.

Knowledge-Centred Teachers

• Research content of lessons to be presented.
• Develop lessons based on Ministry curriculum direction.
• Present accurate information.

Pedagogy-Centred Teachers

• Plan clear and developmentally appropriate lessons.
• Clearly link lessons to Ministry curriculum.
• Implement and pace lesson plans effectively.
• Effectively plan, deliver and assess units of study.
• Use a variety of sound teaching methods.
• Motivate students and engage them in learning.
• Prepare materials and equipment ready in advance.
• Differentiate instruction to meet individual needs.
• Integrate technologies appropriately into instruction.
• Employ a variety of assessment techniques.
• Use assessment data to plan instruction.
• Provide effective and timely feedback to students.

Community-Centred Teachers

• Build a classroom community that celebrates social justice and equity.
• Cultivate professional relationships with associate teachers, principals, and other staff.
• Community effectively with parents.
• Contribute positively to school community.
• Cultivate meaningful relationships with local Indigenous communities.

Professionally-Centred Teachers

• Demonstrate consistent punctual attendance.
• Demonstrate initiative, enthusiasm, and effort.
• Model clear oral and written communication.
• Demonstrate professional attire and appearance.
• Demonstrate willingness to accept constructive criticism.
• Accept responsibility for own behaviour.
• Uphold the principles of the ethical standards of care, integrity, trust, and respect.
• Engage in ongoing reflection to improve practice.
• Maintain confidentiality and respect privacy of students and colleagues.

The B.Ed. program is a four-semester consecutive program. Each program of study (PJ and JI) includes foundation courses, methods courses for all reportable subjects, practicum experiences and courses, and electives. Please see the Required Courses section for the list of the courses needed for progression in the program.

We encourage you to refer to Laurier’s Academic Calendar for all information regarding the B.Ed. program, progression requirements, required and elective courses, course descriptions and other policies and procedures related to studying in our program. You can view the 2026-2027 Academic Calendar here. Please note that there may be some calendar differences between the B.Ed. program and undergraduate programs, specifically related to important academic and financial dates, exam periods and university holidays and closures. Be sure to check with our offices prior to making any registration changes, and remain diligent in keeping up-to-date with our communications to you related to your yearly schedules.

Courses will be organized by semester so that TCs move from building foundational knowledge related to teaching and learning in Year One to more complex understandings and applications in Year Two.

Sequentially, the themes addressed over the four semesters are:

• Year One Term 1 Building Teaching Foundations;
• Year One Term 2 Building Content Knowledge;
• Year Two Term 3 Reaching Every Learner; and
• Year Two Term 4 Connecting Foundations and Content to Reach Every Learner.

You are pre-registered in all required courses and will receive your registration packages in the summer months. When registration opens for you, you are only required to register in electives, if they are required of your program and have not yet been completed. For more information about elective requirements, please see the Academic Calendar.

To find information about the Bachelor of Education program consult the following websites or contracts:

Registration and Student Support

• Bachelor of Education Academic Advisor
• Studying and Academics
• Bachelor of Education Program Assistant: bacheducation@wlu.ca 

Practicum Support

• Bachelor of Education Practicum
• Placement Officer: edupracticum@wlu.ca
• Academic Advisor: eduadvisor@wlu.ca
• PLS Instructor/Faculty Advisor
• Navigator
• School Principal
• Associate Teacher

Academic Courses and Program Support

• Associate Dean, Jennifer Straub: jstraub@wlu.ca
• Chair, B. Ed  Program: BedChair@wlu.ca 
• Academic Advisor: eduadvisor@wlu.ca
• Course Instructor
• Library
• MyLearningSpace
• Incoming Student Support

Resources

• Studying and Academics
• Support and Wellness
• Career and Experiential Learning
• Campus Services
• Finances

As a student in the Bachelor of Education program, you are responsible for understanding and adhering to the academic policies and procedures that govern your studies. Many of these policies are maintained in the Wilfrid Laurier University Academic Calendar, which serves as the official source for academic regulations, requirements, and procedures.

To help you locate important information, we have compiled links to the policies most relevant to Bachelor of Education students below. We encourage you to review these policies carefully and refer to the Academic Calendar whenever you have questions about your academic responsibilities, program requirements, or university procedures.

• Admissions
• Degree requirements
• Program regulations
• Progression and graduation
• Certification
• Academic standards
• Attendance
• Academic and professional conduct
• Professional competencies review process
• Campus transfer policy (BEd)
• Inclement weather
• Academic privileges and responsibilities
• Academic petitions

Teacher Professionalism and Associate Membership in the Ontario Teachers’ Federation

Under the Teaching Profession Act, “The following students are associate members of the Federation:

1. Every student in a college for the professional education of teachers..."
2. Every student in a school or faculty of education that provides for the professional education of teachers."

As such, it is expected that TCs conform to the responsibilities and duties of a teaching professional. TCs should carefully read and conform to the Ethical Standards and Standards of Practice for the Teaching Profession. These standards have been developed by the Ontario College of Teachers (OCT) to guide the quality of instruction in Ontario schools and to promote excellence in the interactions between teachers, pupils and school communities. These standards form the basis for assessment and evaluation of TCs.

The Laurier Student Code of Conduct and Discipline and the OCT Professional and Ethical Standards for the Teaching Profession form the basis of the Faculty of Education’s Competencies Review process. The Professional Competencies Review Process addresses the conduct and behaviour of TCs in both academic and professional contexts.

The Foundations of Professional Practice

The Foundations of Professional Practice (2016), developed by OCT articulates the high standards that the teaching profession sets for educators in Ontario, bringing together three documents that form the foundations for the self-regulation of the teaching profession in Ontario:

1. The Ethical Standards for the Teaching Profession describe the professional beliefs and values that guide the decision-making and professional actions of College members in their professional roles and relationships.
2. The five interdependent domains of the Standards of Practice for the Teaching Profession describe the continuum of knowledge, skills and professional practices of College members.
3. The Professional Learning Framework for the Teaching Profession presents a variety of ways College members may pursue opportunities for ongoing professional learning.

Professional standards that guide and reflect exemplary teaching practice and continuous professional improvement are essential to effective teaching and learning. The Ontario College of Teachers has fostered the development of these professional standards to support exemplary teaching in Ontario.

The Ethical Standards for the Teaching Profession, Standards of Practice for the Teaching Profession and Professional Learning Framework for the Teaching Profession outline the principles of ethical behaviour, professional practice and ongoing learning for the teaching profession in Ontario.

College members use the standards to reflect on their own development as teaching professionals and inform their practice and ongoing learning choices.

The interrelated nature of the Ethical Standards, Professional Standards, and Professional Learning Framework are depicted in the graphic above. In the next sections, these standards and the principles supported by the Professional Learning Framework are explained.

Ethical Standards of the Teaching Profession

The Ethical Standards for the Teaching Profession represent a vision of professional practice. At the heart of a strong and effective teaching profession is a commitment to students and their learning.

Members of the Ontario College of Teachers, in their position of trust, demonstrate responsibility in their relationships with students, parents, guardians, colleagues, education partners, other professionals, the environment and the public.

• Care. The ethical standard of Care includes compassion, acceptance, interest, and insight for developing students’ potential. Members express their commitment to students’ well-being and learning through positive influence, professional judgment and empathy in practice.
• Trust. The ethical standard of Trust embodies fairness, openness, and honesty. Members’ professional relationships with students, colleagues, parents, guardians, and the public are based on trust.
• Respect. Intrinsic to the ethical standard of Respect are trust and fair-mindedness. Members honour human dignity, emotional wellness, and cognitive development. In their professional practice, they model respect for spiritual and cultural values, social justice, confidentiality, freedom, democracy, and the environment.
• Integrity. Honesty, reliability, and moral action are embodied in the ethical standard of Integrity. Continual reflection assists members in exercising integrity in their professional commitments and responsibilities.

Standards of Practice for the Teaching Profession

The Standards of Practice for the Teaching Profession provide a framework of principles that describes the knowledge, skills, and values inherent in Ontario’s teaching profession. These standards articulate the goals and aspirations of the profession. They convey a collective vision of professionalism that guides the daily practices of members of the Ontario College of Teachers.

The Purpose of the Standards of Practice for the Teaching Profession are:

• To inspire a shared vision for the teaching profession.
• To identify the values, knowledge and skills tht are distinctive to the teaching profession.
• To guide the professional judgement and actions of the teaching profession.
• To promote a common language that fosters an understanding of what it means to be a member of the teaching profession.

Commitment to Students and Student Learning

Members are dedicated in their care and commitment to students. They treat students equitably and with respect and are sensitive to factors that influence individual student learning. Members facilitate the development of students as contributing citizens of Canadian society.

Examples:

• differentiate instruction
• address digital citizenship
• provide supplementary learning activities
• integrate diverse learners

Professional Knowledge

Members strive to be current in their professional knowledge and recognize its relationship to practice. They understand and reflect on student development, learning theory, pedagogy, curriculum, ethics, educational research and related policies and legislation to inform professional judgment in practice.

Examples:

• aware of current theory
• familiar with curriculum expectations
• self-reflective practice and research
• collaborative planning

Professional Practice

Members apply professional knowledge and experience to promote student learning. They use appropriate pedagogy, assessment and evaluation, resources and technology in planning for and responding to the needs of individual students and learning communities. Members refine their professional practice through ongoing inquiry, dialogue and reflection.

Examples:

• continually working to meet student needs and expectations
• divisional meetings to discuss instructional strategies
• using technology (e.g., PowerPoint, SmartBoards, Chromebooks, iPads, Robotics)

Leadership in Learning Communities

Members promote and participate in the creation of collaborative, safe and supportive learning communities. They recognize their shared responsibilities and their leadership roles in order to facilitate student success. Members maintain and uphold the principles of the ethical standards in these learning communities.

Examples:

• attend professional meetings
• read educational articles
• participate in action research
• team teaching

Ongoing Professional Learning

Members recognize that a commitment to ongoing professional learning is integral to effective practice and to student learning. Professional practice and self-directed learning are informed by experience, research, collaboration and knowledge.

Examples:

• attend professional meetings
• read educational articles
• participate in action research
• team teaching

Guiding Principles of the Professional Learning Framework for the Teaching Profession

1. The goal of professional learning is the ongoing enhancement of practice. Educator learning is directly correlated to student learning.
   • The professional learning framework encourages learning activities based on provincial legislation and policy, system needs, personal growth needs, and student learning needs.
   • The framework also encourages members of the College to identify and pursue their strengths and personal interests to further their professional learning.
   • Professional learning may be aligned with board and school improvement plans and Ministry initiatives to support student learning and well-being.
2. Standards-based professional learning provides an integrated framework for professional education and learning and teacher education.
   • The Ethical Standards for the Teaching Professional and the Standards of Practice for the Teaching Profession are the foundation for ongoing professional education and learning.
3. Exemplary professional learning opportunities are based on the principles of critically reflective adult learning.
   • The professional learning framework takes into account individual career and personal priorities.
   • It outlines professional learning opportunities that are varied, flexible, and accessible to College members.
   • Professional judgement and ethics are refined through critically reflective adult learning.
4. Self-directed professional learning is planned for, guided and critically reflected on by members of the College.
   • Responsible lifelong learning is continuous learning that is initiated, directed, and reviewed by members of the College on an ongoing basis.
   • The professional autonomy of educators is a core dimension of self-directed learning.
5. Communities of practice and inquiry enhance professional learning.
   • The professional learning framework encourages professional collaboration and interprofessional practice.
   • It supports an ongoing commitment to the enhancement of professional practice both as an individual and collective activity.
   • It supports educators' ongoing commitment to improving knowledge, skills, practices and values, and keeping up to date with new educational research and initiatives.

Learning Governing Teacher Candidates' Behaviour

It is important to understand that TCs are bound by the same legislated provisions as are practicing teachers. The Education Act, R.S.O. 1990, c. E.2, Section 264(1), specifies the legislated duties of a teacher, including Teacher Candidates, as follows:

264 (1) It is the duty of a teacher and a temporary teacher,

teach

(a) to teach diligently and faithfully the classes or subjects assigned to the teacher by the principal;

learning

(b) to encourage the pupils in the pursuit of learning;

religion and morals

(c) to inculcate by precept and example respect for religion and the principles of Judaeo-Christian morality and the highest regard for truth, justice, loyalty, love of country, humanity, benevolence, sobriety, industry, frugality, purity, temperance and all other virtues;

co-operation

(d) to assist in developing co-operation and co-ordination of effort among the members of the staff of the school;

discipline

(e) to maintain, under the direction of the principal, proper order and discipline in the teacher's classroom and while on duty in the school and on the school group;

language of instruction

(f) in instruction and in all communications with the pupils in regard to discipline and the management of the school,

1. to use the English language, except where it is impractical to do so by reason of the pupil not understanding English, and except in respect of instruction in a language other than English when such other language is being taught as one of the subjects in the course of study, or
2. to use the French language in schools or classes in which French is the language of instruction except where it is impractical to do so by reason of the pupil not understanding French, and except in respect of instruction in a language other than French when such other language is being taught as one of the subjects in the course of study;

timetable

(g) to conduct the teachers' class in accordance with a timetable which shall be accessible to pupils and to the principal and supervisory officers;

professional activity days

(h) to participate in professional activity days as designated by the board under the regulations;

absence from school

(i) to notify such person as is designated by the board if the teacher is to be absent from school and the reason therefor;

school property

(j) to deliver the register, the school key and other shcool property in the teacher's possession to the board on demand, or when the teacher's agreement with the board has expired, or when for any reason the teacher's employment has ceased; and

textbooks

(k) to use and permit to be used as a textbook in a class that he or she teaches in an elementary or a secondary school,

1. in a subject area for which textbooks are approved by the Minister, only textbooks that are approved by the Minister, and
2. in all subject areas, only textbooks that are approved by the board;

duties assigned

(l) to to perform all duties assigned in accordance with this Act and the regulations. R.S.O. 1990, c. E.2, s. 264 (1); 2003, c. 2, s. 20 (1).

sign language

(1.1) Despite clause (1) (f), a teacher or temporary teacher may use American Sign Language or Quebec Sign Language in accordance with the regulations. 1993, c. 11, s. 36.

• Academic advisor: Advisor to support when needing support in courses, ask questions related to registration and progression, or consult when needed to file a petition.
• AQ: Additional qualification(s) courses; must be a graduated student prior to the end of course.
• Associate teacher (AT): An OCT member at a school site who hosts a student for a practicum placement.
• B. Ed.: Bachelor of Education.
• FSL: French Sign Language.
• J/I: Junior/Intermediate, certification for teaching Grades 4 – 10.
• LPP (Laurier Professional Placement): The 8-week final practicum placement in Year Two.
• Manager, Education Programs: The staff member who oversees the legal, logistical, and educational aspects of all practicum placements and IES Programs.
• MOE: Ministry of Education (Ontario).
• OCT (Ontario College of Teachers): The provinical body responsible for teacher certification within Ontario. When B. Ed. students successfully finish the program at Laurier, a recommendation is sent to OCT for certification.
• PDS (Professional Development School): The school site placement in which students spend their Practicum Days and practicum placements. This is also the model that our B. Ed. program is based on, which provides TCs the opportunity to combine theory with hands-on experience, while establishing strong professional relationships in the field.
• P/J: Primary/Junior, certification for teaching K – Grades 6.
• PLS (Professional Learning Seminar): The course (also known as EU 456 or EU 457) in which practice to theory connections are made through reference to ongoing experience.
• Practicum: A series of weekly days and a series of consecutive weeks spent in a single classroom under the guidance of an associate teacher. Students will have increasing responsibilities for teaching as the year progresses.
• Placement officer: The staff member at the university who makes logistical arrangements, guides and evaluates practical experiences of teacher candidates.
• Professional competencies: Behaviours and attitudes required of teachers as professionals. These are submitted on a needed basis.
• Introduction to Teaching Profession: Held in September/October before practicum days begin for TCs to learn important aspects of the program, both in coursework and in the practicum experiences. Attendance is mandatory.
• Transition to Teaching: TCs will return to campus for the Transition to Teaching session (EU 454). This event focuses on debriefing the final placement experiene and further supporting TCs' transition to professional practice. Attendance is mandatory.
• TC (teacher candidate): A student in the Bachelor of Education program.
• WLU: Wilfrid Laurier University.