UNIVERSITY OF WINDSOR

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FACULTY OF EDUCATION

HANDBOOK FOR THE
CONCURRENT
FRENCH/EDUCATION
PROGRAM

2009-10
Faculty of Education

CONCURRENT FRENCH/EDUCATION PROGRAM
B.ED. JUNIOR-INTERMEDIATE

2009-10
FACULTY OF EDUCATION ADVISOR:
Dr. Jan Flewelling
E-mail: flewell@uwindsor.ca
Room: 3338, Neal Education Building
Telephone: (519) 253-3000, Ext. 3810

INTRODUCTION
Like other institutions in a rapidly changing world, faculties of education constantly strive to respond to
new developments in order to meet the needs of schools, communities, and society at large. This
handbook outlines the program of study designed to prepare future teachers of Junior-Intermediate
students to meet these needs and to respond to current and anticipated developments and changes of the
Ontario Ministry of Education. Specifically, the foundational courses, 80-203, 80-204, 80-205 and 80-
200 (Catholic Religion option), and the general methodology courses, 80-321, -322, -323, -324, -325, -
326, -327, and -328, are intended for those preparing to teach in the junior-intermediate division
(grades 4 to 10). In addition, candidates specialize in teaching French as a Second Language in grades 4
to 8. Ultimately, courses aim to enable teacher candidates in the Faculty of Education, University of
Windsor, to design and teach programs that reflect the philosophy, directions, and expectations of the
Ontario Ministry of Education.
RATIONALE
Courses in the Junior-Intermediate program will focus on content and methods appropriate to teaching
students in grades 4 to 10. It is typical in many schools for teachers of grades 4 to 8 to teach a wide
variety of subject areas. It is necessary for each Junior/Intermediate (J/I) teacher candidate to become
knowledgeable about the curriculum guidelines, content and methodology appropriate to many subject
areas. Accordingly, the J/I methodology courses have been developed to provide teacher candidates
with an introduction to instructional methods and subject content related to art, language arts,
mathematics, music, physical and health education, science and social studies. At the same time,
teachers are expected to integrate technology into their teaching and differentiate their instruction to
meet all students' needs.
Certification in the Junior-Intermediate division licenses the holder to teach in both elementary (grades
4-8) and secondary (grades 9 and 10) panels. The role of the teacher is different in the two panels in
many ways. The J/I foundational and general methodology courses have been designed to prepare J/I
teacher candidates to teach in both of these two panels. Specifically, the courses provide insight into
teaching the adolescent student. Adolescents have needs in the physical, social, emotional and
intellectual realms.
Physical needs: Early adolescents experience hormonal changes which impact upon overall growth
and development at times and rates unique to each individual. Physically, they must have opportunities
to move about within their environment during school time as well as having the opportunity to develop
physical skills in both competitive and non-competitive ways.

Social needs: In search of a personal identity, early adolescents seek to gain acceptance from a variety
of audiences. Socially, they must experience positive interdependence while learning the rules of social
interaction. They also must experience positive and regular reinforcement for significant efforts and
accomplishments. They should have opportunities for input into the planning and management of their
environment and activities. As everything in their world is in a state of flux, they must enjoy a secure
environment in which experimentation is encouraged and supported.
Emotional needs: Early adolescents view their surroundings as if they were examining a mirror in
which they reflect and project themselves as part of a personally expanding and uncertain world.
Emotionally, they must receive peer approval and adult approval; it is important for them to be liked
and respected. To participate in interaction they must understand the reason behind rules while
experiencing fairness.
Intellectual needs: Early adolescents demonstrate uneven progress toward abstract thinking with
frequent returns to concrete experiences in order to support and verify learning. Intellectually, they
must engage in relevant and connected learning experiences which are intellectually stimulating and
challenging and they must have time to explore and address individual interests. They must have
opportunities to make value judgments and informed decisions.

GOALS
The goals of the J/I courses are to prepare teacher candidates to (a) meet the needs of early adolescents,
and (b) create connected, interrelated learning experiences and environments for students in grades 4
through 10.

AIMS
In order to help each J/I teacher candidate become a proficient teacher, courses aim to:

1. focus on the acquisition and application of appropriate teaching strategies in order to meet
the needs of learners in heterogeneous groupings;
2. promote a collaborative culture in which reflection and experimentation in teaching
practices will be encouraged; and,
3. suggest a broad range of assessment and reporting practices, which reflect awareness of student
needs.
SCOPE
Since the J/I division extends to grade 10, some attention will be given in all courses to foundational
issues, methodology and content appropriate to this grade. However, the major coverage of the
curriculum and instruction of grade 10 will be in your particular specialty or "teachable" subject.
KEY FEATURES
A number of core topics are common among the various subject areas. They include:
 activity-based learning
 philosophy of teaching
 instructional planning
 critical thinking
 outcome-based learning
 classroom management
 cooperative learning
 integration across subject areas
 questioning evaluation strategies
 effective classroom environment

These topics will be presented in all subject areas, and will reflect the uniqueness of the subject area
involved.

BECOMING A PROFESSIONAL
This is a year unlike other university years because you are now joining a professional school. As a
representative of the teaching profession it is expected that you will reflect the attributes of a
professional teacher both at the Faculty and in your field experiences. Faculty members are continually
observing and assessing each student in light of many professional qualities. Professional teachers are
positive, honest, capable of facing problems constructively, both motivated and motivating, and
sensitive to others. They are punctual, well planned, hardworking and willing to contribute to the
effectiveness of the school. Similar conduct is expected of teacher candidates at the Faculty of
Education, University of Windsor.

ATTENDANCE POLICY
Education courses do not reflect the university stereotype of "lecture-read". Because we are modeling
good practices for teacher candidates, teaching strategies will include indirect, interactive, problem-
solving, faculty modeling and experiential strategies which all require student participation, active
involvement, and leadership. Accordingly, punctual and regular attendance and active engagement and
participation in all classes are required. Attendance and punctuality are key aspects of professionalism
and so chronic absenteeism and habitual lateness constitutes grounds for failing a course and the
program. Professors and course instructors will articulate their attendance and participation policy for
their courses in their course outlines, however, the Faculty of Education expects teacher candidates to
attend all classes. Those who miss more than 10 percent of their classes run the risk of being deemed to
have failed. Course instructors reserve the right to bar teacher candidates from writing tests,
examinations, and completing other assessment and evaluation performance tasks on the basis of poor
attendance, lack of punctuality and habitually leaving class early.

Important Notes:

1. As a member of the teaching profession, you are expected to attend all classes on time and to
complete necessary readings and other short-term assignments arising out of daily classroom
activities. Failure to do so may result in a reduced grade.
2. Teacher candidates are required to notify course instructors prior to any absences and make
arrangements to complete make up assignments at the instructor’s discretion.
3. Extended absences from the program must be approved through the Office of the Associate
Dean of Pre-Service Education. Please refer to the Faculty’s Leave of Absence Policy
(attached)
4. Teacher candidates should arrange their outside work schedules around the Pre-Service
Education program. Missing classes in order to work is not a legitimate excuse.
5. Classes in the Faculty of Education are important in preparing teacher candidates for their
teaching practice placements. Extended absences or poor attendance may result in the
postponement or cancellation of a practicum.
6. Varsity athletes and teacher candidates who represent the University in other spheres must
register with Dr. Vern Stenlund as soon as possible. All requests for absences from program
activities due to other University commitments must be made through Dr. Stenlund who can be
contacted by email at stemmer@uwindsor.ca. The involvement of team coaches and other
officials in this process is strongly discouraged. Your education degree should be prioritized
and such requests are not automatically approved.
7. Absences due to illness must be validated by a doctor using the University of Windsor Student
Medical Form (attached). Doctor’s notes will not be accepted. This pertains to all absences in
the Pre-Service Education Program.

COMMUNICATION
E-mail is one of the official means of communication in the Faculty of Education. As with all official
University communications, you are responsible for accessing your University email account on a
frequent and consistent basis to stay informed of important University information regarding your
program of study and/or to correspond with faculty, associate teachers, faculty advisors and staff.

Upon registration, each teacher candidate will be assigned a University of Windsor "uniform e-mail
address", typically a variation of “name@uwindsor.ca”. Teacher Candidates are required to use this
address for all official University communication.

The Ontario Teacher's Federation has very strict policies regarding e-mail use. As teacher candidates are
Associate Members of the OTF, they are bound by these regulations. Users are responsible for anything
they post, publicly or privately, and are accountable for what they write. Inappropriate behavior could
result in the termination of the user's account and possible legal action from the affected
user(s). All online activity in the Faculty of Education (including correspondence with faculty, staff,
associate teachers and faculty advisors) is governed by the University of Windsor's Acceptable Use
Policy (www.uwindsor.ca/aup). Teacher candidates are encouraged to familiarize themselves with this
policy.

REQUEST FOR CHANGE
All Teacher Candidates in the Concurrent Programs must complete the “Request for Change” Form
(provided at the back of this handbook) if the Teacher Candidate is requesting any change during their
Concurrent Program.

All requests require the approval and signature of the Program Advisor and the Associate Dean, Pre-
Service, before the change will be made to the Teacher Candidate’s records in the Faculty of Education.
Student records must be accurately maintained to ensure that Teacher Candidates meet all of the B.Ed.
requirements necessary to graduate.
ASSIGNMENTS
Details of assignments are provided in the individual course outlines. The mark obtained out of 100
will be converted to a letter grade, in compliance with the attached grading policy of the Faculty of
Education, University of Windsor. You are cautioned to adhere to the due dates on the various
assignments and tests detailed in the individual course outlines. For those faculty members who accept
late assignments, a reduction in grade may be made unless there are persuasive extenuating
circumstances.

GUIDELINES FOR WRITTEN ASSIGNMENTS
It is expected that written assignments in the Faculty of Education will be submitted as follows (unless
otherwise indicated by individual professors):
a) on time*;
b) typed;
c) typed on one side of the paper only;
d) on quality paper;
e) include a title page on which should appear the subject area involved, the title of the paper,
the student's name, the course number, the section number and the date of submission;
f) pages numbered sequentially;
g) "clean copy" (only minor proof-reading corrections are acceptable);
h) references and bibliographic entries reflective of an acceptable style manual (where used);
i) stapled.
* Submitting assignments on time is a professional responsibility of teacher candidates, akin to a
teacher's responsibility to complete report cards on schedule. For this reason, course instructors will not
normally accept late submissions.
SPECIAL NEEDS
Students with special needs who require reasonable accommodations are encouraged to contact the
Student Disability Services Office (disability@uwindsor.ca) early in each semester to complete the
necessary forms.
.
GRADING POLICY FOR PRE-SERVICE EDUCATION COURSES

A Above Expectation (80 -100)

Grades in this range are reserved for students whose work is clearly excellent and superior in quality to
that generally submitted by students in the course. Superiority may be attributable to the degree of course
content mastery, creativity and effort as demonstrated in assignments, and level of interest as evidenced
by, for example, class participation.

B As Expected (70-79)

Grades in this range are awarded for solid and competent performance in a Pre-Service course. Grades in
the B range indicate that students comprehend the content of the course and are able to demonstrate an
awareness of how to apply the content to classroom situations as appropriate. Their level of effort and
participation in the course is good. In the normal course of events, it can be expected that the largest
number of grades awarded will be in the B range.

C Below Expectation (60-69)

Grades in the C range are awarded for work which does not demonstrate as complete an understanding of
the course content as would be expected. Students show some weakness in their ability to apply course
content to classroom situations and their level of effort and participation in the class is lower than what
would be expected.

D Barely Adequate (50-59)

The student's work demonstrates only a fair comprehension of course content and too little ability to
apply the content to classroom situations where applicable. The limited level of achievement indicates
insufficient commitment, effort, ability or knowledge.

F Unacceptable (Below 50)

The student's work clearly indicates an inadequate understanding of course content, and an unacceptable
level of performance in course activities and assignments.
In addition, students in the Faculty of Education are expected to write with clarity, to adhere to the
grammar and usage of Standard Canadian English, to spell and punctuate according to the conventions of
academic and professional writing, and to document their work in an appropriately scholarly style.

Candidates who obtain three or more final Education grades below C or obtain a grade of F in any
Education course, including practice teaching, will not receive the B.Ed. Degree and will not be
recommended for certification.
CONCURRENT FRENCH – SCHEDULE OF EDUCATION COURSES

YEAR SEMESTER COURSE DAY TIME INSTRUCTOR ROOM
1 Fall/Winter 203 Ed. Psychology M 7:30-9:20 pm Dr. Andrea Dinardo 1101
491 Practice Teaching – register each semester
2 Fall 323 HPE T 4:00-5:20 pm Prof. Jim Rodriguez Ed Gym
321 Art R 6:00-7:20 pm Prof. Jim Mroczkowski 2222
327 Science R 7:30-8:50 pm Prof. George Plantus 2224
Winter 326 Music R 6:00-7:20 pm Prof. Patricia Hopper 1127
328 Social Studies R 7:30-8:50 pm Prof. Jim Green 2226
Fall/Winter 325 Math T 6:00-6:50 pm Prof. Laurie Clement 2220
322 Computers T 7:30-8:20 pm Prof. Janice Blencowe 2223
324 Language Arts T 8:00-8:50 pm Prof. Darin Carroll 1126
492 Practice Teaching – register each semester
3 or 4* Fall 355 French Part I W 1:00-3:45 pm Dr. Jan Flewelling 1120
Fall/Winter 204 Differentiated Inst. W 7:00-8:50 pm Prof. Monique Dugal 1101
493 Practice Teaching – register each semester
4 or 5 Fall 200 (Optional) M 5:30-6:50 pm Prof. Luigi Di Fazio 1123
Winter 357 French Part II W 1:00-3:45 pm Dr. Jan Flewelling 1120
Fall/Winter 205 Ed Foundations T 6:00-7:50 pm Prof. Tom McNorton 1123
494 Practice Teaching – register each semester
* Students taking a stop-out year from Education in Year 3 take these courses in Year 4 of their program
2009-2010 CONCURRENT PROGRAM CALENDAR – FACULTY OF EDUCATION – UNIVERSITY OF WINDSOR

MONTH NOTES MONTH NOTES
September 2009 January 2010
M T W R F M T W R F
1 2 3 4 [1]
[7] 8 9 10 11 8 – Orientation 4 5 6 7 8 4 – Education Classes Begin; 8 - PLS
14 15 16 17 18 14 – Education Classes Begin 11 12 13 14 15 15 - PLS
21 22 23 24 25 25 – PLS (See note below) 18 19 20 21 22 22 - PLS
28 29 30 25 26 27 28 29 29 - PLS
October 2009 February 2010
M T W R F M T W R F
1 2 1 2 3 4 5
5 6 7 8 9 9 to Nov. 6 – Consecutive Field Placement - 8 9 10 11 12 8 to 26 – Consecutive Field Placement –
No Education Classes except 80-355 & 80-200 No Education Classes except 80-357
[12] 13 14 15 16 13-16 – Uwin Week – No Classes including [15] 16 17 18 19 16-19 – University Study Week – No classes
80-355 & 80-200 including 80-357
19 20 21 22 23 22 23 24 25 26
26 27 28 29 30
November 2009 March 2010
M T W R F M T W R F
2 3 4 5 6 1 2 3 4 5 1-5 – [Education Study Week] – No Education
classes except 80-357
9 10 11 12 13 9 – Education Classes Resume; 13 – PLS 8 9 10 11 12 12 - PLS
16 17 18 19 20 20 – PLS 15 16 17 18 19
23 24 25 26 27 27 – PLS 22 23 24 25 26 25 – Education Classes End
30 29 30 31
December 2009 April 2010
M T W R F M T W R F
1 2 3 4 1 – Last Week of Education Classes; 4 – PLS 1 [2]
7 8 9 10 11 12 – 21 - University Exams 5 6 7 8 9
14 15 16 17 18 12 13 14 15 16 12-22 – University Final Exams
21 22 23 24 25 23 – 31- University Offices Closed 19 20 21 22 23
28 29 30 31 26 27 28 29 30
Notes: May 2010
1. All classes are held in the Neal Education Building & Education Gym M T W R F
2. PLS – Professional Learning Series – reserved for graduating students 3 4 5 6 7 3 – Practicum Begins – All Students
[ ] Denotes public holiday – (no classes) 10 11 12 13 14 14 – Practicum Ends – Year 1
17 18 19 20 21
[24] 25 26 27 28 28 – Practicum Ends – Years 2-5
CONCURRENT PROGRAM
B.ED. & E.C.E./FRENCH/MATHEMATICS/SCIENCE

REQUEST FOR CHANGE
All Teacher Candidates in the Concurrent Programs must complete the “Request for Change” Form if the Teacher Candidate is
requesting any change during their Concurrent Program.

Teacher Candidate’s Name: _________________________________________ I.D. No. ________________________

Program: _________________________________________ Year: ________________________

Please check one of the following:

 Change in Name from: __________________________________ to: ___________________________________
(Please attach documentation, i.e. marriage certificate)

 Change in Teachable(s) from: ________________________________ to: _______________________________

from: ________________________________ to: _______________________________

 Change from Honors Program to General Program
 Change from General Program to Honors Program
 Withdrawal from Program
 Other______________________________________________________________________________________
Information regarding your request:

 Approved Signed: _____________________________
Program Advisor

 Not Approved
Reason: __________________________________________ _____________________________
Associate Dean, Pre-Service
________________________________________________ _

_________________________________________________ ______________________________
Date
Policy on Emergency Leaves of Absence from B. Ed Program

Emergency Leave of Absence (ELA). An emergency leave of absence is defined as an
extended absence of three (3) or more days away from the Faculty of Education for reasons
not covered under the categories outlined in the Faculty of Education Missed Examination
Policy. Teacher Candidates requiring an extended absence from the program must submit a
request for such a leave of absence to the Program Office. Teacher candidates are required to
notify the Associate Dean’s Office as soon they are aware that an extended absence may be
needed for extenuating circumstances beyond their control. The Associate Dean’s Office will
inform the teacher candidate’s instructors of his/her absence. If Teacher Candidates are
unable to inform the Faculty of Education of an emergency absence before the absence takes
effect they are required to do so as soon as possible and, within two days (2) of their return,
to complete and submit a Faculty of Education Emergency Leave of Absence Form to the
Associate Dean’s Office. In all cases of Emergency Leaves of Absence it is the responsibility
of the teacher candidate to make arrangements to catch up on missed work and other
academic obligations. An ELA may be considered for extenuating circumstances such as
bereavement of a family member (as described in the Faculty of Education Missed
Examination Policy), medical reasons, family emergencies and crises. Personal travel
preference is not an acceptable extenuating circumstance. In all cases Teacher Candidates
will be required to provide supporting documentation on the merits of their case and a
learning plan that outlines steps to catch up on work missed, signed by course instructor/s.

The pre-service teacher education experience requires the active participation of
teacher candidates. This means that regular attendance at classes is crucial.
Chronic absenteeism by Teacher Candidates who are not able to dedicate the
necessary time to the program may result in their being asked to withdraw from
the program.
Faculty of Education Request for Emergency Leave of Absence Form

Teacher candidate: __________________________________
Student number: __________________________________
Program:
Consecutive: P/J _____ J/I _____ I/S _____
Concurrent: ECE _____ Math _____ Science _____ French
_____
Dates of Absence: ___________________________________
Reason/s for Absence: (supporting documentation must be attached)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
List the classes missed or to be missed:
Course Instructor Signature Course Instructor Signature
1. 7.
2. 8.
3. 9.
4. 10.
5. 11.
6. 12.

Learning Plan (A separate plan, signed by the instructor, is required for each missed class):
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

I declare that the contents of this request are true.

Signature _______________________________ Date: ________________________
Student Medical Certificate 1
Faculty of _______________

A. TO BE COMPLETED BY THE STUDENT:

I, ____________________________ , hereby authorize Dr. ______________________________ to provide the following
information to the University of Windsor and, if required, to supply additional information to support my request for special
academic consideration for medical reasons. My personal information is being collected under the authority of the
University of Windsor Act 1962 and will be used for administrative and academic record-keeping, academic integrity
purposes, and the provision of services to students. For questions in connection with the collection of this information, the
Associate Dean of my Faculty may be contacted at 519-253-3000.

________________________________ ___________________ ___________________
Signature Student No. Date

B. TO BE COMPLETED BY THE PHYSICIAN:

1. I hereby certify that I provided health care services to the above-named student on
_________________________________________.
(insert date(s) student seen in your office/clinic)

2. The student could not reasonably be expected to complete academic responsibilities for the following reason (in
broad terms):
____________________________________________________________________________

3. This is an acute / chronic problem for this student.

4. Date(s) during which student claims to have been affected by this problem:

___________________________________________________________________________________

5. Unable to complete academic responsibilities for:
24 hours 2 days
3 days 4 days
5 days Other (please indicate) _________________________

6. If the student is permitted to continue his/her course of study, is the medical problem likely to recur and
affect his/her studies again? Yes No

Reason: ___________________________________________________________________________

PHYSICIAN VERIFICATION

Name: (please print) _____________________________ Registration No. ________________________

Signature: ______________________________________ Telephone No. _________________________

Address: _________________________________________________________________________________
(stamp, business card, or letterhead acceptable)

PLEASE RETAIN COPY FOR THE PATIENT’S CHART. Note: Cost of certificate to be paid by student.

1
This form has been adapted, with permission, from the University of Windsor Faculty of Law Student Medical Certificate and the University of
Western Ontario Student Medical Certificate.