Bachelor of Education Resources
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Course Registration & Timetable
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.
The below information is excerpts, tasks and pre-assignments from the Welcome Guide.
Details on course start and end dates, special events and breaks can be found on the Bachelor of Education Calendar.
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, timetable 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.
Instructions for filling out your Criminal Record Check are included in your Welcome Package. Please note, you must schedule an appointment with the Undergraduate Assistant to have your I.D. verified. Walk-in’s will be not accepted.
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: firstname.lastname@example.org
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 Okanagan Valley.
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.
This pre-assignment is due electronically by July 15. Please email it to email@example.com.
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.
Bachelor of Education (BEd) students 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.
Please note: There are a limited number of seats and dates for the exam. Ensure you book yours early. Exams older than two years will not be accepted.
Program fees are paid at the beginning of each term or you have the option to pay a one-time fee of $500 for the entire program at the beginning:
Winter Term 1: $100
Winter Term 2: $100
Summer Terms 1 & 2: $200
Winter Term 1: $100
There fees cover general program expenses including (but not limited to):
- Field Experience Kits
The Field Experience Kit will be used for various field
experiences (e.g. site-based coursework, school visits
and practicum) and consists of: a Teacher Candidate
identification lanyard, a binder for confidential
information. Field Experience Kits will be distributed in
- Field Trips & Community Building events
- Workshops and special sessions
(e.g. Art/Music/IT explorations, Maker Day, Indigenous
UBC provides financial assistance through scholarships and bursaries to students to help them realize their academic goals.
Student funding is divided into two major categories:
- Merit-based funding, such as scholarships and prizes. These are awarded according to academic achievement.
- Need-based funding, such as bursaries, loans and grants. These are awarded according to assessed financial need.
Learn more about financial support.
Emergency Financial Aid
If you find yourself in an emergency situation or faced with an unexpected expense, contact Student Services. You can make an appointment with an advisor to review your current financial situation and explore funding options.
Practicums & Fieldwork
UBC Okanagan students performing coursework in schools are required to have additional accident insurance coverage prior to starting school visits and/or the practicum.
Note: Retroactive coverage is not available.
You have two options for accident insurance:
Option 1. UBC has an insurance plan that you must purchase if you do not have your own coverage. To go with option 1 you can pay for the UBC Accident Insurance Fee of $14.00 in two $7.00 instalments (first instalment before first day of classes in Winter Session 1 and second instalment in August of intern year) via the online payment system.
Option 2. If you have your own additional coverage, please email the Okanagan School of Education at firstname.lastname@example.org, prior to July 15, stating that you are declining coverage under the UBC plan because you have your own coverage.
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 Okanagan Valley. 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 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.
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.
Field Experience placements are arranged by the Field Experience Coordinator and are normally in schools and/or school districts in the Okanagan Valley. 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 Okanagan Valley 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:
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.
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.
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.
Procedure for Review of Standing Relating to Field Experience
The intent of this procedure is to provide a just process for the review of a candidate/intern’s assigned standing in a field experience course, including a practicum.
- Download Overview of Procedures (as written below)
- Download Submission Package – Candidate/Intern
- Download Submission Package – Field Experience Coordinator
Procedures Prior to the Review:
- The candidate/intern submits a letter to the Director of Undergraduate Programs within 5 days of being informed of his/her grade for the field experience course.
- Within 5 days of receiving the letter, the Director of Undergraduate Programs sends the candidate/intern a copy of the Review of Standing in a Field Experience and all relevant templates for the package submission.
- Within 10 days of receiving the procedure documents, the candidate/intern submits a package to the Director of Undergraduate Programs. This package should contain the following information:
- A statement of the decision from which the review has arisen
- A statement of relief which the candidate/intern seeks
- A brief chronological statement of the circumstances relating to the decision being reviewed
- Copies of any related documents the candidate/intern feels will support his/her perspective.
- Within 10 days of receiving the package submission, the Director of Undergraduate Programs strikes a committee (hereafter referred to as the Review Committee) to review the outcome of the field experience course. Members of the Review Committee would normally include: the Director of Undergraduate Programs (chair), up to three faculty members who have no knowledge of the candidate/intern’s case, and a student union representative who does not know the candidate/intern personally and has no knowledge of the candidate/intern’s case.
- Within 5 days of the Review Committee formation, the Field Experience Coordinator submits a package to the Director of Undergraduate Programs. The package should contain the following:
- A chronological sequence of the assessment process upon which the decision was based.
- Any assessment reports, action plans, learning contracts or related documentation that describe both the concerns and the remedial strategies that were put in place to support the candidate/intern.
- Copies of relevant documents that provide evidence of due diligence and due process in the decision-making process.
- Copies of any communication with the candidate/intern that is relevant to the decision.
- The Director of Undergraduate Programs will provide copies of the two package submissions and a meeting agenda (with a timeframe) to the Review Committee members, the Field Experience Coordinator, the faculty advisor, and the candidate/intern three days prior to the meeting date.
Procedures at the Review:
At the review, the following procedures should be followed:
- The candidate/intern has the right to have a support person present during the hearing. The role of this person is to provide support to the candidate/intern during the review. The support person is present as an observer and does not make a presentation to the Review Committee, does not contribute to the discussion, and is not involved in the decision making process. Examples of a support person could include a friend, family member, or personal mentor.
- The Review Committee, School Experience Coordinator, faculty advisor, and candidate/intern convene together to discuss the decision being reviewed.
- The Review Committee may impose reasonable time limits for the review process, including opening and closing remarks.
- The candidate/intern may make an opening statement.
- The Review Committee may ask the candidate/intern questions for clarification.
- The Field Experience Coordinator may make an opening statement.
- The Review Committee may ask the Field Experience Coordinator questions for clarification.
- The candidate/intern, Field Experience Coordinator and faculty advisor may each provide a brief closing statement before leaving the room.
- The candidate/intern, support person, Field Experience Coordinator and faculty advisor leave the room while the Review Committee arrives at the decision.
- If, after the review, the Review Committee requires further information in order to reach a decision, it may ask that additional information be supplied. This information can be requested in writing. The candidate/intern, Field Experience Coordinator and faculty advisor must be given the opportunity of commenting on the additional information supplied before the Review Committee reaches a final decision.
- The Review Committee shall arrive at a decision on the basis of a majority vote of those voting members of the committee present at the review meeting.
- Within 72 hours of the review meeting, the decision of the Review Committee shall be communicated in writing to the candidate/intern with copies to the Field Experience Coordinator, faculty advisor and Director.
- The decision of the Review Committee is final.
- If the course grade requires adjustment this will be done by the Director.
- If the assigned grade is upheld, the candidate/intern has the right to make a Senate Appeal (refer to UBCO website). This information will be provided to the candidate/intern.
- With regard to these procedural guidelines, a reference to a number of days shall exclude Saturdays or Sundays and any days on which the University is closed.
- As the Review Committee chair, the Director of Undergraduate Programs may extend timelines if necessary.
Grades & Attendance
Plan to be available 8:30 a.m. – 4:00 p.m. 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
- 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 Community Field Experience 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.
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 email@example.com.
On July 1, 2009 the UBC Okanagan School of Education instituted a Pass/Fail assessment in all courses and seminars in the following programs:
- Bachelor of Education
- All other undergraduate Education courses including those in the Summer and Professional Institutes (400 level and lower)
- All post-baccalaureate certificate/diploma courses (400 level and lower)
Pass/Fail assessment will NOT apply to any UBC Okanagan Education graduate courses (500 level or higher).
The UBC’s Okanagan campus School of Education will use marking schemes and rubrics with a minimum pass equivalency set at a B+ (76%) in UBC’s standard marking system. Most teacher candidates are admitted to the School of Education with grades that are at this level or exceed this level. We feel that achieving a minimum equivalency of B+ is expected if one is to move into the profession as a well-informed, knowledgeable and capable educator.
Pass/Fail grading is common in professional programs. In addition to it being used in Education programs (including UBC Vancouver), many faculties of Law, Medicine and Dentistry have also implemented Pass/Fail assessment as an alternative to letter grading systems.
Overall we see Pass/Fail grading as changing the focus in our courses. Instead of teacher candidates concentrating primarily on getting high marks on tests and assignments, more effort can be made, and more time can be spent, learning how to become excellent teachers. This is not to say that outstanding achievement on tests and assignments is not valued, but this type of achievement is not the goal in itself. The goal of teacher education is to become a well-informed, knowledgeable and capable professional. With this in mind, as we move to a Pass/Fail system, we hope to see our teacher candidates engaged in learning that is meaningful and durable, not focusing upon competition with each other but focusing, instead, on developing and constructing collegial and cooperative learning environments that will serve as models for their future teaching careers.
Teacher candidates must achieve a Pass grade in each course and/or in each seminar of a module. Teacher candidates failing to achieve a grade of Pass will not be permitted to commence a practicum. Teacher candidates must achieve a Pass grade in all components to be recommended for graduation. Teacher candidates who successfully complete may request a letter summarizing the Pass/Fail grading practice from the Dean’s office, that they may attach to a future application to a graduate studies degree program.
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.
View the steps in a flow chart: Download the Assessment Guidelines & Procedures steps
The criteria for assessment is based on the Ministry of Education Professional Standards for BC Educators. (Refer to Assessment Standards document for more detail.)
In EDUC 440/441/444, assessment is designed to be used formatively by the candidate/intern (as self-assessment) and by the mentors and faculty advisors (as formative feedback). In EDUC 444, assessment becomes summative in the final report.
Procedure for Assessment
Throughout EDUC 440/441/444 field experiences, assessment evidence is collected, reviewed and discussed with reference to the Assessment Standards.
If a Candidate/intern is satisfactorily meeting expectations on all criteria.
Course grade: PASS
If at any point prior to and/or during the field experience the candidate/intern is experiencing significant difficulty and/or not meeting expectations on one or more criteria, the following protocol is in place:
- Candidate/intern, faculty advisor and, if possible, mentor(s) meet in a timely manner to clarify the area(s) of difficulty and collaboratively develop a written Action Plan outlining goals, supports and a timeline for review.
- If time/context permit, a Professional Assessment Report (PAR) is completed outlining areas of concern, goals, supports and a timeline for review. Candidate/intern, faculty advisor, mentor(s) Field Experience Coordinator meet to review the PAR. Note: The Okanagan School of Education reserves the right at any time to terminate a practicum when it is determined that the scholarship, professional fitness, or professional conduct of a student is unsuitable for the teaching profession, or when responding to allegations of serious, unprofessional conduct.
- At this point, there are three possible options:
- Candidate/intern is satisfactorily meeting expectations on all criteria.
Course grade: PASS
- EDUC 440/441 only: Candidate/intern is not fully meeting the expectations of the action plan.
Course grade: PASS with conditions (PAR required)
- Candidate/intern is not meeting the expectations of the action plan or PAR. Field experience is terminated.
Course grade: FAIL
Candidate/intern is discontinued or withdrawn from the BEd program.
View the steps in a flow chart: Download the Assessment Guidelines and Procedures Field Experience
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
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.
- 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.
- 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.
- 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.
- 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
You were required to discontinue the BEd program. This may include having received a standing of Fail for any course or field experience.
- 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.
- 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.
- 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.
- 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.
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:
Step 1. 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 seven 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 second (Step 2) meeting.
Step 4. Recommendations by Associate Dean or designate to the Dean regarding the issue are made. The final decision is made by the Dean.
Normally, this meeting occurs at the earliest possible date following the third (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 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.
- 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 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:
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 the field experiences, 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).
Graduation & Careers
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.
You must apply for your Teacher Certification with the Teacher Regulation Branch (TRB) upon graduation from the Bachelor of Education program.
For the purpose of determining eligibility for a teaching certificate, successful completion of the Bachelor of Education program requires a Pass grade in each course that is applicable to the program. Students who do not obtain a grade of Pass will not be reported as eligible for certification, and normally will be required to withdraw from the program.
We will send a letter to the Ministry of Education to recommend you for a teaching certificate.
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.