Bachelor of Education Resources

For current and prospective Teacher Candidates of the 16-month post-degree Bachelor of Education (BEd) program at UBC Okanagan.

Academic and Program Advising

Year-round Education advising is available to all prospective and current students. Advisors are happy to communicate in a variety of ways including telephone, Skype, or in-person appointments, as well as email.

Thirty-minute advising meetings are scheduled every Monday, Wednesday, and Friday. Alternately, Tuesdays and Thursdays are drop-in days.

To book an advising appointment, visit the Advising & Involvement Centre in UNC 207, or contact Student Services at 250-807-9100.

You can also email your inquiries to advising.ubco@ubc.ca or education.ubco@ubc.ca.

Your academic advisor can help answer you questions on:

  • admission requirements
  • degree requirements
  • academic policies and procedures
  • re-admission or re-reinstatement processes
  • teacher certification
  • teacher re-certification
  • referrals to appropriate departments and services as necessary
  1. Find and read the Bachelor of Education admission and/or program information.
  2. Complete the Teaching Children and Teaching Adolescents admission self-assessment worksheet.
  3. Bring your unofficial transcripts to your advising appointment.
  4. Email questions before your appointment to advising.ubco@ubc.ca or education.ubco@ubc.ca

Course Registration

All Teacher Candidates in the Bachelor of Education take the same core courses.

You register for the core courses using the Student Service Centre (SSC). To access the education course schedule, login to the SSC, click Course Schedule, select the appropriate session, click the Browser tab, and select courses.

You are responsible to register for the required coursework for each session during the appropriate registration period. Registration dates and time are displayed in the SSC two weeks prior to registration. You must pay the registration deposit prior to the registration date and time.

Questions? See the Registration Guide for more information, or contact Academic Advising.

Winter Session 1 (September to April)
Register in June/July

Term 1 (Sept. – Dec.)

EDUC 403: Becoming a Scholar-Practitioner

EDUC 431: Developing a Pedagogical Stance

EDUC 440: Field Experience – Literacies and Numeracies in Action

Term 2 (Jan. – April)

EDUC 436: Developing a Curricular Vision for a Democratic Society: Educational Purposes, Policies and Practices (part one)

EDUC 441: Field Experience – Formative Practicum

EDUC 437:Developing a Curricular Vision for a Democratic Society: Educational Purposes, Policies and Practices (part two)

Summer Session 1 (May to August)
Register in March

Term 1 (May – June)

EDUC 442: Community Field Experience

EDUC 438: Educating for the Whole Person

Term 2 (July – August)

Summer Institute of Education: You must register a total of six (6) credits of Summer Institute of Education coursework. Choose any combination of courses that support your professional learning goals. Courses change each year, view current course offerings.

Winter Session 2 (September to December)
Register in June/July

Term 1 (Sept. – Dec.)

EDUC 444 Field Experience – Final Practicum/Internship

Note: This is an extended immersion in a school community, where teacher candidates will plan, teach, and assess alongside mentor teachers and professional colleagues. Teacher candidates will assume a lead role in planning and curricular enactment.

Community Field Experience

A mandatory and essential component of the Bachelor of Education program at UBC Okanagan, you’ll work with a community organization, locally or even globally, to put your learnings to practice while gaining valuable experience.

Learn more

Program Information

The below information is excerpts, tasks and pre-assignments from the Welcome Guide.

The Bachelor of Education (BEd) orientation is an important starting point and all Teacher Candidates are expected to attend.

At the beginning of the BEd program, we arrange a program orientation to welcome newly admitted Teacher Candidates. This orientation will outline important information regarding expectations, course and program requirements, and resources available to you while in the program.

Attendance is mandatory and you must plan to attend for the full time indicated.

 

All Teacher Candidates upon entering a teacher education program at UBC’s Okanagan campus must submit to a Criminal Record Check through the Criminal Records Review Program.

Pursuant to changes to the Criminal Records Review Act, R.S.B.C. 1996, c.86 which came into effect January 2008, the Okanagan School of Education must ensure that every registered teacher candidate who will work with children undergoes a criminal record check and informs registered students of the requirements of the Act.

To standardize the criminal records review at UBC Okanagan, and to comply with the requirements of the Ministry of Public Safety, the Okanagan School of Education office will conduct the Criminal Records Review Program (CRRP) with and on behalf of its teacher candidates.

Request a Criminal Record Check

Notes for processing your application:

  • You are considered an employee of UBC for this Criminal Record Check.
  • Please use Teacher Candidate as your Position/Title.
  • The fee for the check is $28. Print or save a copy of the receipt as the CRRP is not able to produce a copy after.
  • You will have the option to share your check for up to five years. Keep your personal access code when it is provided to you. You will need this for future employment and we will not be able to access this for you as we are not able to release your results to other agencies due to privacy laws.
  • The results can take up to six weeks. We strongly recommend you submit your Criminal Record Check as soon as you are accepted into the program to ensure you have it prior to the start of the semester.
  • The results will be sent directly to us.

Instructions for completing your profile:

1. Personal information: Please ensure that your personal information included on your profile is up-to-date and is the same as the personal information you have entered in your Student Service Center account. In particular, please make sure that your phone number and email address are the ones that you use and check regularly.

2. Core French/French Immersion placements: If you wish to teach Core French/French-as-a-Second-Language (FSL) or want to have practicum experiences in a French Immersion, you are required to complete a French Language Competency Assessment prior to beginning the program. Currently, the DELF (Diplôme d’études en langue française) & DALF (Diplôme avancé en langue française) – adult version, is the required test of language competency for UBCO BEd students. Review the overview of the DELF/DALF test. When you receive your results, please email them to the Education Office: education.ubco@ubc.ca

3. Conflict of interest considerations: We cannot place you at a school in which you have a close personal connection. With this in mind, we need to know the schools you have attended, the high school you graduated from, and if you have close relatives (spouse, parents, siblings, children, grandparents, aunts/uncles/cousins) who are attending or who are employed at any schools in the Thompson Okanagan region.

4. Please read all of the fine print on the profile: There is a declaration and a permission section at the end of the profile form. Please complete these sections prior to submitting your form.

5. Keep a copy of your profile for your records: You are encouraged to make a copy of your profile prior to submission.

Fill out your Field Experience Profile.

All Teacher Candidates will prepare a resume and cover letter that will serve as a letter of introduction to the faculty advisor, faculty mentor and field experience mentors (mentor teacher(s) and school administrator). With this in mind, please make sure that the information you include in your resume/cover letter represents you and your candidacy as a future educator and colleague very well. These documents will constitute the first impression you will make on your future mentors.

View the EDUC 440- Pre-Assignment Professional Resume and Cover Letter example.

This pre-assignment is due electronically by July 15. Please email it to education.ubco@ubc.ca.

Please bring one hard-copy with you on your first day of classes.

For additional support and guidance for writing resumes and cover letters, visit the Student Services Resume and Cover Letter section.

Prospective applicants to the Bachelor of Education (BEd) program who wish to teach French-as-a-Second-Language (FSL) or French Immersion are strongly encouraged to complete the Diplôme d’Etudes en Langue Française (DELF) and/or DALF (Diplôme Approfondi de Langue Française (DALF) prior to applying to the BEd program. Ideally, this competency test should be taken in the third or fourth year of undergraduate studies.

You will engage in field experiences as part of your professional learning. Through site-based seminars and field experiences, you will have the opportunity to observe, implement and reflect on professional practice in schools, specific classrooms and community sites.

Field Experiences are normally in schools and/or school districts in the Thompson Okanagan region. The availability of placements in some areas may be limited and you must be prepared to accept placement for your field experience anywhere within 125 km of UBC’s Okanagan campus. You must make their own arrangements for and bear the cost of personal transportation and accommodation during field experience.

As an expectation of the Bachelor of Education Okanagan program, all Teacher Candidates will be expected to commute throughout the Thompson Okanagan Valley for various field experiences for the duration of the program. All Teacher Candidates are strongly advised to have regular access to reliable motor vehicle transportation with adequate snow tires.

Shared driving arrangements:

You have the prerogative and may decide to make arrangements with your program colleagues to travel together in a vehicle for scheduled field experiences if circumstances permit. It is your responsibility to make arrangements with the driver of the vehicle, to be aware of the competence of the driver and/or any driving restrictions of the driver, and to confirm that the vehicle has adequate insurance (including liability). Accepting passengers is ultimately the responsibility of the driver of the vehicle.

Weather conditions:

We do take into consideration the potential for inclement weather conditions, particularly during the winter months when you are expected to commute to their scheduled field experiences. To miss a field experience day due to hazardous weather conditions you must first obtain approval from the designated instructor and, if granted, must then inform the field experience site in a timely manner.

Review the complete information on program fees and costs, including accident insurance, that are due by the first day of classes.

Review the Awards and Scholarships available to Bachelor of Education Teacher Candidates.

UBC provides financial assistance through scholarships and bursaries to students to help them realize their academic goals.

You are expected to commit to practicing these standards in your coursework, fieldwork and personal lives. Plan to be available 8:30 am – 4:00 pm daily.  The specific times of your coursework will vary throughout the program of study.  Detailed schedules and syllabi will provide specifics as your program unfolds. School and community practica require you to have much flexibility within  your day-to-day organization and management.

Teacher Candidates are committed to lifelong learning and to supporting their colleagues (classmates, mentor teachers, and professors) in their learning as well. As a result, you are expected to attend all scheduled classes. Because of the interactive, collaborative and experiential nature of Education classes, missing classes is not a simple matter of “getting the notes” from a missed class. If you are unavoidably absent because of illness or emergency you should report to your instructors as soon as possible.

Regular attendance during field experience is required. You are expected to notify your mentor teachers and the faculty advisor whenever a school visit cannot be kept.

Vacations, weddings, and/or other personal events must not conflict with scheduled classes, professional learning sessions, on-campus sessions and field experience. Although we recognize and appreciate your personal time, it is expected that you maintain a full time commitment to your Education program.

Absence from Class

If you must be absent, please submit the Absence Report Form with all required information.

You will receive an email confirmation that your request for absence has been acknowledged.

Please forward this confirmation to pertinent instructors

Notes:

  • If you are ill for two or more consecutive days, please be prepared to provide a doctor’s note.
  • If you are requesting approval for an absence for non-medical reasons, you may be required to provide documentation to support your absence (depending on the type of absence).
  • For unexcused absences, and in some cases excused absences, you may be required to submit a plan, agreed upon by your instructors, which includes make-up assignments for course times missed.

Absence from Practicum

In the event of illness, you must notify your school (front office) and faculty advisor without delay.

Forward your confirmation letter to all of your advisors as you would with missed coursework.

You will also need to provide your mentor teacher(s) with lesson plans and resources for any lessons you are scheduled to teach.

Absence from Community Field Experience

In the event of illness, or excused absence, you must notify your community partner and faculty advisor without delay, and complete the Absence Report Form.

If you are absent because of illness, you will be expected to submit a physician’s medical note to the program coordinator.

As soon as you are able, you are expected to negotiate with your community partner to make up missed time and report how you will be making up your time to your faculty advisor and the Community Field Experience coordinator. Those unable to make up this time during the three weeks must discuss options with the Community Field Experience coordinator. Passing the Community Field Experience course is based upon 100 per cent participation.

Submit Absence Report

Your personal information is collected under the authority of section 26(c) of the Freedom of Information and Protection of Privacy Act (FIPPA). This information will be used for the purpose of notifying the Faculty of Education UBC Okanagan of your absence in attendance while enrolled in the BEd program. Questions about the collection of this information may be directed to education.ubco@ubc.ca.

You must apply for  your Teacher Certification with the Teacher Regulation Branch (TRB) upon graduation from the Bachelor of Education program.

Learn more

You are guided by principles of professional conduct, as outlined by the B.C. Teacher Regulation Branch (TRB) Standards, while on campus, in the schools, and in your personal lives. This includes your online activities.

If you wish to become a teacher, please ensure that your online presence (e.g. pictures you post or have posted and comments you make or have made) aligns with the high standard of self-leadership that is expected of educators.

During field experience, you are also subject to the School Act and you are expected to comply with the standards for professional conduct followed by school personnel and to act in accordance with guidelines published in the Members’ Guide of the BC Teachers’ Federation (BCTF).

Information and useful links on jobs at UBC or for educators seeking employment in BC, Canada and internationally.

Careers

Graduation

You must apply to graduate. The time to apply is generally between mid-December and mid-February.

Attendance at the graduation ceremony is optional; however, you must apply to have your degree conferred and to be eligible for recommendation for a teacher certificate.

Applications are submitted online through the Student Service Centre (SSC). To access the graduation application, login to the SSC, click the Graduation tab, and select Apply for Graduation.

Learn more

Policies and Guidelines

Field Experience placements are arranged by the Field Experience Coordinator and are normally in schools and/or school districts in the Thompson Okanagan region. The availability of placements in some areas may be limited and students must be prepared to accept a placement for a field experience anywhere within 125 km of UBC’s Okanagan campus. Students make their own arrangements and bear the cost of personal transportation and accommodation during field experiences. Teacher candidates do not arrange their own placements for their Formative Field Experiences (EDUC 440 and 441). After completing their formative experiences, candidates complete a community-based field experience (EDUC 442) in their choice of local, regional or international setting in May. The Okanagan School of Education must approve all agencies and institutions serving as field experience placements.

Teacher candidates have a duty of care for the students in their host schools, thus full-time attendance and professional accountability are fundamental expectations during all field experiences.

At the beginning of the BEd program, teacher candidates will be organized into cohorts. The cohort composition is based on many factors including, but not limited to, the information shared by teacher candidates in their field experience profiles and the available placement opportunities within the region. Each cohort will work within a designated network of schools in the Thompson Okanagan region for the duration of the program.

Please be prepared to accept the cohort assignment deemed appropriate for you by the Okanagan School of Education.

The Okanagan School of Education will take reasonable measures to organize cohort assignments with teacher candidates’ special circumstances in mind; however, not all special circumstances can be accommodated.

The following are not considered special circumstances:

Employment:
Teacher candidates are strongly advised to give their full attention to their field experiences.

Transportation (e.g. no automobile):
Teacher candidates make their own arrangements and bear the cost of personal transportation.

Personal preferences:
Particular mentor teacher, school, network of schools or district. Placements are limited and cannot be tailored to personal preferences. If you have special circumstances that will affect your field experiences, please provide pertinent information in the space provided on the profile form.

If you are a student with a disability, please refer to the UBC website for information regarding academic accommodation for students with disabilities.

The mission of the Bachelor of Education Program (the “Program”) within the Faculty of Education (the “Faculty”) at the University of British Columbia is to prepare teachers who are knowledgeable, skillful, flexible, and compassionate members of the profession guided by a sense of social and ethical responsibility in relation to their students and the wider society. The Faculty understands teaching as a moral activity guided by ideals of human good and conceptions of what is educationally valuable.

While many graduates of the Program enter the teaching profession and teach in public schools, others teach in international schools, independent schools, or non-school settings such as museums, art galleries, and recreational settings. The current Program reflects this diversity by placing students in a range of learning environments including, but not limited to, public school settings.

Students in the Faculty must comply with this policy in their interactions with faculty, peers, teachers, staff, and pupils at all times.

Role of the Faculty

The Faculty is charged with ensuring that all graduates of the Program have the requisite competencies and can meet the professional practice standards to be eligible for professional certification as educators in the Province of British Columbia from the British Columbia Ministry of Education. While students are ultimately responsible for their own behaviour, the Faculty appreciates that students are still in the process of learning. The Faculty and others involved in instruction in the Program are expected to model professional conduct and, where necessary, help students improve their understanding of professional conduct expectations.

Expectations for the Professional Conduct of Students

Professional conduct is the set of attitudes, behaviours, and characteristics deemed desirable in members of a profession and that define the profession and its relationship to its members and to society.

It is the responsibility of students in the Program to familiarize themselves with and meet the expectations for professional conduct in all settings.

Faculty members are expected to help students interpret specific school and/or practicum guidelines and apply them appropriately in their conduct.

Membership in the teaching profession demands integrity, competence, and adherence to ethical standards. Teaching is a profession that is enormously demanding and carries considerable responsibility as teachers assume a crucial and challenging role in the support, care, and development of other people’s children.

At all times students in the Program are expected to demonstrate:

Honesty and Integrity

  • Act with integrity and demonstrate personal and academic honesty in all interactions and communications, both orally and in writing. Communicate truthfully with students, teachers and other school-based personnel, peers, faculty members, and staff.
  • Acknowledge contributions made to course assignments, lesson plans, and materials designed or provided by others.

Respect for Others

  • Engage only in respectful interactions with others that do not discriminate on grounds protected by the British Columbia Human Rights Code.
  • Contribute to a classroom atmosphere conducive to learning and the conduct of professional work. Maintain personal composure and consideration for others in all interactions.
  • Ensure that all communications, including those on the internet and social media, are respectful.
  • Establish and maintain appropriate personal boundaries in relationships with others both on and off campus.
  • Do not engage in conduct that exploits students or others for personal, sexual, ideological, or other advantage.
  • Respect the confidentiality of student information, the dignity of children, and their right to confidentiality, subject to your legal and professional obligations, which include a duty to report abuse or suspected abuse.
  • Treat students and their families with respect and dignity both in their presence and in discussions with other members of educational teams.

Responsibility

  • Be accountable for personal conduct. Show enthusiasm, initiative, adaptability, and curiosity.
  • Receive feedback in a non-defensive and receptive manner.
  • Meet expectations related to dependability, punctuality, attendance, and participation. Meet deadlines.
  • Use social media responsibly, refraining from posting any information or comments related to students or colleagues or any personal information without appropriate consents.
  • Assure the primacy of students’ wellbeing.
  • Respect boundaries between teachers and students in all interactions, including social media.
  • Create environments that are conducive to student learning.
  • Recognize your own limitations and seek help when your level of experience is inadequate.

Students are expected to adhere to the UBC Statement of Respectful Environment for Students, Faculty and Staff

Students are also expected to be familiar with and to comply with the policies of the University relating to conducting including but not limited to:

In addition, when students are in school or field settings, they are expected to be familiar with relevant policies and procedures governing conduct within those settings including but not limited to:

After accepting your offer of admission and prior to beginning the BEd program:

In preparation for coursework:

  • Consult with the UBCO Disability Resource Center (DRC) and/or with the Faculty of Education DRC liaison person. Appropriate documentation of the disability will be required. Note: It is the responsibility of the student to initiate the request for accommodations in a timely manner to allow for arrangement of accommodations.
  • DRC staff will review the documentation provided and, in consultation with the student, a range of reasonable academic accommodations will be determined. These will be summarized in a letter from the DRC. Note: While sensitive personal information related to a request for accommodation will be treated with confidence, it may be necessary to share some information with instructors, mentors and administrators to ensure proper implementation of the appropriate accommodation.
  • With support from the Faculty of Education DRC liaison person, the student will share the DRC letter outlining academic accommodations with the faculty advisor and instructors prior to the start of a course. The instructors, faculty advisor and DRC liaison person will collaborate with the student to determine how the accommodations will be implemented. Note: Accommodations cannot compromise the learning purposes for a course or field experience, the educational environment, including the timing of course and/or field work, or the sustainability of the program, for example by requiring excessive financial costs and/or excessive human or other resources. Please refer to the section entitled ‘Personal/Professional competencies for teaching’ for more information.
  • The student will inform the DRC liaison person and/or the faculty advisor in a timely manner if the disability and/or accommodation need changes significantly during the term.

In Preparation for field experiences:

In many instances, an academic accommodation for coursework does not extend to the field experiences. The student should consult with the faculty advisor and the Field Experience Coordinator prior to beginning the program if accommodation is sought for field experiences.

Determining reasonable accommodations during field experiences may require consultation with the host school administrators and the mentor teacher(s). Further consultation with the Teacher Regulation Branch (TRB) may also be required, particularly if accommodations are requested for the certifying field experience/internship. The Field Experience Coordinator and faculty advisor will work collaboratively with the student to determine the consultation process and the information shared with these organizations.

Accommodations may be noted in the final report for a field experience

Note: While accommodations may be made to help facilitate a student’s learning, such accommodation cannot compromise the safety and well-being of pupils in schools or the academic and professional integrity of the Faculty of Education program. Additionally, accommodations cannot compromise the learning purposes for a field experience, the educational environment, including the timing of the field work, or the sustainability of the program, for example by requiring excessive financial costs and/or excessive human or other resources. Please refer to the section entitled ‘Personal/Professional competencies for teaching’ for more information.

1. Course Assessment: Course instructors development criteria for assignments using the program-wide assessment frame.

2. This course assessment criteria is used formatively during the course; for example: students (self assessment), instructors (formative assessment), and peers (peer assessment).

3. a) Student is satisfactorily meeting expectations on all criteria for each assignment

3. b) Student is experiencing difficulty and/or is not meeting assignment expectations. The student and instructor will met and collaboratively determine a re-submit or remediation plan. The student will resubmit or complete the remediation plan by the end of the course break. If the student’s resubmission or remediation is still not meeting expectations then the instructor can either provide one final opportunity to resubmit or remediate (if time permits), and/or the student and instructor will meet with the Director of Undergraduate Programs or designate to review the plan and/or develop a Professional Assessment Report.

4. Academic Performance Evaluations/Progression: At the end of each course break or field experience:

  • Instructors complete their course assessments using the course assessment criteria
  • Faculty Advisors review assessment information
  • A course grade of pass or fail is provided

If a student fails, the student will be discontinued or withdrawn from the program. A “student of concern” is one that is at-risk academically, if this is the case, a Professional Assessment Report with action plan will be developed and/or reviewed. If a student is “of concern” for more than two courses, or field experience, they will be withdrawn from the program.

 

 

Addressing areas of disagreement or concern may be initiated by either the faculty member(s) (instructor and/or faculty advisor and/or faculty mentor) or the teacher candidate/intern and may pertain to academic performance, assigned standing, and/or professionalism.

In all cases of disagreement or concern between faculty members and teacher candidates/interns, the preferred course of action is for the candidate/intern or faculty member to raise the concern directly and constructively with the other party who is obligated to actively listen and provide a timely, respectful response. It is expected that most disagreements and concerns can and should be resolved informally.

If more formal process is required, the following steps should be followed:

Process  Description Outcome Timeframe
STEP 1:
Written request to meet (initiated by the student or instructor)
Teacher candidate/intern and faculty member(s) meet and discuss the concern If the concern is not resolved informally, then, as an outcome of the meeting, a written summary that outlines the concerns, the desired outcome and a proposed action plan with a timeframe should be developed either collaboratively or by the person who initiated the process. Normally, this meeting should occur within 7 days of the written request.
STEP 2:  Teacher candidate/intern and faculty member(s) meet with the Director of Undergraduate Programs or designate The summary from the initial meeting is discussed. If necessary, a formal Professional Assessment Report including desired outcomes, an action plan with a timeframe is developed. Normally, this meeting should occur at the earliest possible date following the initial meeting (Step 1).
STEP 3: Teacher candidate/intern and faculty member(s) meet with Associate Dean or designate The professional Assessment Report is reviewed and discussed. Normally, this meeting occurs at the earliest possible date following the Step 2 meeting.
STEP 4: Reviewed by the Dean Recommendations by Associate Dean or designate to the Dean regarding the issue. Final decision is made by the Dean. Normally, this meeting occurs at the earliest possible date following the Step 3 meeting.

If a teacher candidate/intern is designated with a ‘Student of Concern’ status as an outcome of the Academic Performance Evaluation/Progression review at the end of each course and/or the Candidacy Review in June, then either Step 2 or Step 3 of the formal process will be initiated by faculty member(s) in consultation with the teacher candidate/intern and the Director of Undergraduate Programs.

The resulting Professional Assessment Report could involve re-submission of assignments and/or a remedial plan to address areas of concern.

Please refer to the sections entitled ‘Assessment Guidelines & Procedures: Coursework’ and ‘Assessment Guidelines & Procedures: Field Experiences’ for more information regarding addressing concerns during coursework or field experiences.

A teacher candidate/intern with a ‘Student of Concern’ status for more than two courses and/or field experiences may be required to discontinue or withdraw from the program. Please refer to the Academic Calendar sections entitled ‘Academic Performance Evaluations & Progression’ and ‘Candidacy Review’ for more information.

The Bachelor of Education program must be completed within four years of the date of original admission. If you have been absent from the program and wish to return, please read the procedures below.

Reinstatement refers to the type of registration required when a student is returning to the program after an absence of less than one year due to an academic leave or a required discontinuation of studies. For more information about reinstatements, please refer to the Academic Calendar.

Readmission refers to the type of registration required when a student is returning to the program after an absence of more than one year due to an academic leave or a required discontinuation of studies. A completed application form and application fee is normally required for readmission. For more information about reinstatements, please refer to the Academic Calendar

Students who were granted an academic leave

WHO:

You are a student in good academic standing who requested and was granted an academic leave from the BEd program at some point during the coursework and/or field experience.

ACTION:

  1. Prior to April 1st of the calendar year in which you are requesting reinstatement/readmission, contact the Education Office in writing and request an appointment to discuss reinstatement or readmission. In your email, please indicate your availability for either an on campus or a telephone appointment.
  2. An appointment confirmation will be sent with instructions regarding how to prepare for the on campus or telephone appointment. This may include questions you may be asked and documents you will need to have ready to submit. Normally these appointments occur in mid-April.
  3. Following your appointment, you will be asked to complete an application form either for Reinstatement or for Readmission to the Bachelor of Education Program. At this point, if applicable, you may need to provide information about courses or other steps you have taken that will demonstrate your readiness to return to the program. Applications for reinstatement or readmission are due by May 1st.
  4. Your request will be reviewed by the Faculty of Education. By mid-May, you will receive a written summary of the initial meeting or phone call, and the decision to grant (full or conditional), defer or deny reinstatement or readmission. Instructions for your ‘next steps’ are also provided.

Students who were required to discontinue

WHO:

You were required to discontinue the BEd program. This may include having received a standing of Fail for any course or field experience.

ACTION:

  1. Prior to April 1st of the calendar year in which you are requesting reinstatement/readmission, contact the Education Office in writing and request an appointment to discuss reinstatement or readmission. In your email, please indicate your availability for either an on campus or a telephone appointment.
  2. An appointment confirmation will be sent with instructions regarding how to prepare for the on campus or telephone appointment. This may include questions you may be asked and documents you will need to have ready to submit. Normally these appointments occur in mid-April.
  3. Following your appointment, you will be asked to complete an application form either for Reinstatement or for Readmission to the Bachelor of Education Program. At this point, you will need to provide information about courses or other steps you have taken that will demonstrate your readiness to return to the program. Applications for reinstatement or readmission are due by May 1st. Reinstatement or readmission is not automatic. Each application will be considered on its merits.
  4. Your request will be reviewed by the Faculty of Education. By mid-May, you will receive a written summary of the meeting and the decision to grant (full or conditional), defer or deny reinstatement or readmission. Instructions for your ‘next steps’ are also provided.

Meet the Director

Wendy Klassen is an associate professor and the Director of Undergraduate Programs at the Okanagan School of Education.

Dr. Klassen has teaching experience in the K-12 school system, colleges, and universities in British Columbia, Saskatchewan, Ontario and Nunavut.

Full Profile