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• ?

SIMON FRASER UNIVERSITY

S.00-1 2

OFFICE OF THE VICE-PRESIDENT, ACADEMIC

From:

Senate Committee on Academic Planning

Subject: ?

Faculty of Education -

Graduate Diploma in Education

(SGSC Meeting November 8, 1999)

(SCAP Reference: SCAP 99-50)

Date: ?

December 10, 1999

Action undertaken by the Senate Graduate Studies Committee and the Senate

Committee on Academic Planning gives rise to the following motion:

• ?

Motion:

"that Senate approve and recommend to the Board of Governors

as set forth in S.00 -12 , the proposed Graduate Diploma in Advanced

Professional Studies in Education including:

Advanced Field Studies in Curriculum

Development - I

EDPR 545 - 548

Advanced Field Studies in Curriculum

Development -II

EDPR 549 - 552

Advanced Field Studies in Educational

Practice - I

EDPR 553 - 556

Advanced Field Studies in Educational

Practice - II

EDPR 557 - 560

Advanced Field Studies in Collaborative

Inquiry - I

EDPR 561 - 564

Advanced Field Studies in Collaborative

Inquiry - II."

For Information:

Acting under delegated authority the Senate Graduate Studies Committee and the

Senate Committee on Academic Planning approved the following curriculum revisions

in the Faculty of Education:

Revisions to the general Calendar entry

ii)

Revisions to the Curriculum and Instruction program

iii)

Revisions to the Educational Leadership Master's and Ed. D. programs,

including change of name of the Master's program from

Administrative Leadership to Educational Leadership, and change of

title and description - EDUC 813, 815, 817, 818, 963

iv)

The addition of EDUC 840 to courses required in the Ph.D. program in

Psychology of Education

Change of prerequisite for EDUC 829, 876

Any Senator wishing to consult the full report of curriculum revisions should contact

Bobbie Grant, Senate Assistant at 291-3168 or e-mail bgrant@sfu.ca

( .

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•Faculty of Education ?

Graduate Diploma Proposal

? 99-10-25

Simon Fraser University

Faculty of Education

Field Programs

Proposal for a

Graduate Diploma

Advanced Professional Studies in Education

(Approved by Faculty of Education, 99-10-25)

Faculty of Education

Graduate Diploma Proposal

99-10-25

Field Programs, Faculty of Education

Proposal for a?

Graduate Diploma in?

Advanced Professional Studies in Education

Context and Rationale

Experienced, certified teachers in British Columbia face increasing challenges as a result of

ongoing policy, curricular and societal changes that affect the nature of their work. These

challenges include:

• Rapid and extensive curriculum reform and new developments in all subject areas for the past

decade or more (e.g., new frameworks and Integrated Resource Packages in 21 curricular

areas);

• Introduction of new pedagogical approaches such as criteria-referenced assessment and

evaluation, learning portfolios and activity-based learning;

• Inclusion of learners with many types of special needs in regular classroom settings;

• Increasing societal challenges for schools, including

• "inner city" problems associated with poverty, hunger, gangs and violence;

• integration of technologies into teaching and learning;

• public demands for greater accountability; and

• increasing diversity in school populations.

The Faculty of Education recognizes the need to conceptualize and design in-service

programs that will enable teachers to critically examine new pedagogical and curricular directions

and the impact of changing societal conditions on learning and teaching. These programs need to

recognize the complexity of the issues facing classroom educators and provide teachers with

learning environments that help them make sense of the problematic world of the classroom. The

programs will build and sustain collaborative communities where teachers can pursue personal

learning goals and make changes to their classroom practice with the support and guidance of

educational mentors. They will provide teachers with opportunities to make sense of proposed

changes in light of their own lived professional experiences.

The role of the university in the type of in-service program described above is to foster

change in educational practice within an appropriate theoretical framework. The university

serves as a stimulant, or catalyst, in the exchange of professional knowledge and competencies

between the university and the educational community. The university is in a unique position to

foster sustained dialogue about the problematic aspects of education in ways that enhance shared

understanding and opportunities for action.

-Faculty of Education

Graduate Diploma Proposal ?

99-10-25

• -

Overview

We propose here the creation of a Graduate Diploma in Advanced Professional Studies in

Education (referred to hereafter by the acronym APSED), consisting of courses at the 500 level.

The APSED will provide a timely response to growing demands from school districts, the

Ministry of Education and the College of Teachers for well-conceptualized further-training

opportunities that address the changing conditions of schools and society that teachers face on a

daily basis. It is designed to complement the programs currently offered by the Faculty of

Education by providing experienced teachers whose primary focus is classroom-based

educational practice an opportunity to engage in focused, sustained reflective inquiry into

classroom practice. In doing so, it acknowledges that SFU's Faculty of Education has a

responsibility to respond to the educational needs of professional teachers that are not

necessarily being met by current program offerings in British Columbia.

This proposal recognizes that programs for experienced professionals who have

completed at least one undergraduate degree in addition to a program of pre-service professional

studies should demand more than undergraduate-level performance. It also attempts to address

the issue of enrolment restrictions at the undergraduate level by separating teachers seeking

advanced professional studies (outside the Masters' degree) from true undergraduate students.

Thus the creation of an Advanced Professional Studies in Education Diploma at the graduate level

will provide a more accurate designation for the level of challenge and performance required of

teachers. At the same time, it will allow Field Programs to respond to in-service demands from

. ?

the field without having to conform to undergraduate enrolment quotas. This may be especially

important in light of an increasing need for undergraduate enrolments in PDP to address the

anticipated teacher shortage.

The APSED provides an alternative to the Faculty of Education's Post-baccalaureate

Diploma programs, which were originally designed for individual educators who wished to create

their own programs of study from available undergraduate programs offerings. The Post-

baccalaureate Diploma will remain a viable and less costly alternative for teachers whose

individual interests can be served by existing on-campus or distance education course offerings at

the undergraduate level.

The APSED is also seen as an alternative to studies at the Masters' level, serving

educators with a different set of interests. It will consist of a 30-credit program at the

500

level,

without a residence requirement. Course sequences will be designed to provide a cumulative

learning experience that incorporates ongoing reflection and demonstration of competence with

respect to a theme of importance in education. Summative assessment will be based on a

cumulative demonstration portfolio referenced to established criteria, rather than on a

comprehensive examination or thesis.

The APSED is intended to be self-supporting. Student fees for the APSED will be

consistent with the base fees for six semesters of on-campus graduate study. This will allow

Field Programs to return a reasonable level of overhead to the university and the Faculty of

. ?

Education without putting the program out of reach for likely candidates. Students will be

assessed fees on a per-credit basis.

Faculty of Education

Graduate Diploma Proposal

99-10-25

Historical Considerations

Prior to 1994, teachers who wished to seek additional qualifications other than a Master's

degree usually chose either to create an individual Post-baccalaureate Diploma program from

existing undergraduate offerings, or to take a selection of undergraduate courses that would meet

their school district's requirements for upgrading. These undergraduate courses, intended

primarily for pre-service students, provide those interested in the field of education an

opportunity to acquire more discipline-based, academic knowledge. The Post-baccalaureate

Diploma remains a worthwhile option for teachers who wish to pursue an individual program.

However, it was not designed to facilitate the development of collaborative communities of

inquiry as previously described.

In 1994, the Field Programs area, in collaboration with other educational agencies, began

to develop coherent off-campus in-service programs with a professional emphasis, tailored to the

needs of experienced educators. For administrative purposes, these programs were created within

the Post-baccalaureate Diploma framework, and participants were registered as undergraduates.

The demand for these programs was so great that enrolments increased rapidly, putting pressure

on the Faculty of Education's undergraduate FTE quota. Undergraduate enrolments have since

been capped, effectively cutting off experienced teachers' access to this form of in-depth

professional development. This has occurred at a time when the need for extended professional

development in the educational community has become acute. The APSED will allow the

Faculty of Education to respond to increasing demands from the field without drawing resources

away from other program areas or taxing the Faculty's undergraduate or graduate FTE

allocations. This will enable the Field Programs area and SFU to strengthen the partnerships with

the field and enhance the university's reputation as a provider of high-quality, relevant

professional development.

Anticipated Need

A Graduate Diploma tailored to the needs of BC educators provides a desirable

alternative to the proliferation of out-of-province programs that have already attracted many

teachers seeking a graduate level credential. The graduate diploma concept has recently been

endorsed by the Ministry of Education Task Force on Mathematics. The Field Programs

professional staff have recorded more than ten requests for 30-credit cohort inservice programs to

be offered as soon as possible.

Principles

The APSED is consistent with Field Programs' philosophical principles of teacher in-

service education, and with Field Programs' operational principles of responsiveness, fluidity and

collaboration. It will allow the Field Programs area, with the guidance and approval of the Field

Programs Committee and the Faculty of Education, to offer coherent theme-based programs that

address priority concerns of field-based educators.

Faculty of Education ?

Graduate Diploma Proposal ?

99-10-25

•

The APSED, as an off-campus cohort program, will provide a value-added contribution to

the teaching profession by bringing teachers together to discuss common issues and create

support systems that improve their working conditions. These benefits are acknowledged as a

valuable contribution of the university to local and regional educational communities.

Program Development and Delivery

Each theme-based course sequence will be developed through the collaboration of a

faculty member, an in-service coordinator and field-based professionals. The design of each

theme-based APSED sequence will reflect the local context and be sufficiently flexible to be

offered off-campus at particular sites in the province or by electronic delivery, or by both

methods in combination. Cohort programs will generally be offered in collaboration with one or

more co-sponsoring agencies (e.g., school districts, Ministry regional offices, other institutions)

to maximize the sharing of resources and to offset site costs.

The program development and delivery structure builds on the success of the

differentiated staffing model of the Faculty's Professional Development Program. The use of

faculty/field based practitioner instructional teams is designed to foster the mutual exchange of

knowledge and to build programs which have currency and validity both within the university

and in the field. This blending of complementary expertise and knowledge through the

collaborative work of the university and the educational community is seen as a strength of the

APSED program.

Content

All theme-based Graduate Diploma course sequences will address five dimensions of

teacher development:

investigation of current theory, research and pedagogy in a selected theme;

critical examination of related policy, curricular, instructional and assessment

practices;

focused planning, implementation and inquiry that connects theme studies to the

individual's professional context;

development of a criteria-referenced portfolio that demonstrates continuous reflection

and documents significant learning over the duration of the program; and

ongoing participation in and contributions to both the cohort learning community and

the individual's broader educational community.

Each theme-based course sequence will be designed to meet specified learning outcomes

approved by the Field Programs Committee of the Faculty of Education. A variety of course

frameworks that have already been field tested in Field Programs provide the design tools for

building theme-based course sequences into comprehensive, cumulative and seamless learning

experiences of six to seven semesters' duration. These course frameworks will ensure that the

five common elements are addressed, while allowing for flexibility and responsiveness in

identification of themes. All courses will be identified by an Education Professional (EDPR)

designation.

Faculty of Education ?

Graduate Diploma Proposal

99-10-25

Courses

All theme-based cohort programs will combine a balance of courses from each of the

following categories. Sample course outlines are available for each category.

EDPR 501 to 520, 3,4,5 Special Topics

These courses require students to investigate current theory, research and pedagogy related

to a particular theme.

EDPR 521 to 540, 3,4,5 Special Topics

These courses involve students in critical examination of policy, curricular, instructional

and assessment practices related to a particular theme.

EDPR 541 to 548, 2,3,4,5 Advanced Field Studies in Curriculum Development (I

and II)

In these courses, students read for, plan, and develop a conceptual framework for action

that connects theme studies to the individual's professional context

EDPR 549 to 556, 2,3,4,5 Advanced Field Studies in Educational Practice (I

and II)

In these courses, students implement plans for action, conduct classroom inquiry, and

document their individual learning related to the theme of the course sequence.

EDPR 557 to 564, 2,3,4,5 Advanced Field Studies in Collaborative Inquiry (I

and II)

In these courses, students work in groups to investigate topics of mutual interest within the

diploma theme, with an emphasis on their contributions to both the cohort learning group

and the individual's broader educational community.

Resources Required

No library material beyond that already in place for existing courses is required.

Diploma

Recognition of successful completion of the program will be via a Diploma issued by

Simon Fraser University.

Calendar Entries

Calendar Entry Undergraduate Studies section

To be inserted as the penultimate paragraph under Field Programs in the Faculty of

Education section:

Field Programs also offers a Graduate Diploma in Advanced Professional Studies in

Education. For details see the Faculty of Education entry in the Graduate Studies section of

this calendar.

Calendar Entry Graduate Studies section

To be inserted immediately following the list offaculty members under Faculty of

Education in the Graduate Studies Section

Faculty of Education ?

Graduate Diploma Proposal

99-10-25

Graduate Diploma in Advanced Professional Studies in

Education

The Faculty of Education, through its Field Programs office, offers a Graduate

Diploma in Advanced Professional Studies in Education. This program consists of 30

credits of study in courses at the 500 level having an EDPR prefix. Any variations must be

approved by the Director of Field Programs. With such approval, up to 8 credits of other

acceptable coursework may be used to complete the requirements for the Diploma.

Graduate Diploma programs are developed in cooperation with other educational

partners (e.g., school districts and consortia, Ministry of Education regional offices) and all

courses are offered at off-campus sites. Each program addresses a theme of importance to

the educational community and students will normally progress through the diploma

courses as a cohort. Significant portions of each theme-based cohort program may be

supported via the Internet. Students who are unable to follow a cohort through an entire

theme-based program must complete a total of 30 credits at least 18 of which must be in the

given theme to qualify for the Diploma.

The minimum requirements for admission are

a Bachelor's Degree from a recognized university,

a teaching certificate based on a recognized teacher preparation program, and

submitted evidence of the student's ability to undertake advanced work in education.

Under exceptional circumstances, applicants without a teaching certificate but

having a Bachelor's Degree and significant teaching or leadership experience in education

(e.g., in a pre-school or post-secondary setting) may be accepted into the program.

For further information contact:

Field Programs, Faculty of Education

Simon Fraser University

Burnaby, BC, V5A 1S6

(604) 291-4892 Tel, (604) 291 5882 Fax

email lbaillie@sfu.ca

Graduate Diploma Courses

EDPR 501 to 520, 3,4,5 Special Topics

These courses require students to investigate current theory, research and pedagogy

related to a particular theme. Graded on a satisfactory/unsatisfactory basis.

EDPR 521 to 540, 3,4,5 Special Topics

These courses involve students in critical examination of policy, curricular,

instructional and assessment practices related to a particular theme. Graded on a

satisfactory/unsatisfactory basis.

EDPR 541 to 544, 2,3,4,5 Advanced Field Studies in Curriculum Development - I

In these courses, students read for, plan, and develop a conceptual framework for

action that connects theme studies to the individual's professional context. Graded on a

•

satisfactory/unsatisfactory basis.

EDPR 545 to 548, 2,3,4,5 Advanced Field Studies in Curriculum Development - II

Faculty of Education ?

Graduate Diploma Proposal

99-10-25

In these courses, students read for, plan, and develop a conceptual framework for

action that connects theme studies to the individual's professional context. Graded on a

satisfactory/unsatisfactory basis.

EDPR 549 to 552, 2,3,4,5 Advanced Field Studies in Educational Practice - I

In these courses, students implement plans for action, conduct classroom enquiry,

and document their individual learning related to the theme of the course sequence. Graded

on a satisfactory/unsatisfactory basis.

EDPR 553 to 556, 2,3,4,5 Advanced Field Studies in Educational Practice -II

In these courses, students implement plans for action, conduct classroom enquiry,

and document their individual learning related to the theme of the course sequence. Graded

on a satisfactory/unsatisfactory basis.

EDPR 557 to 560, 2,3,4,5 Advanced Field Studies in Collaborative Inquiry - I

In these courses, students in groups investigate topics of mutual interest within the

diploma theme, with an emphasis on their contributions to both the cohort learning group

and the individual's broader educational community. Graded on a

satisfactory/unsatisfactory basis.

EDPR 561 to 564, 2,3,4,5 Advanced Field Studies in Collaborative Inquiry - II

In these courses, students in groups investigate topics of mutual interest within the

diploma theme, with an emphasis on their contributions to both the cohort learning group

and the individual's broader educational community. Graded on a

satisfactory/unsatisfactory basis.

-Faculty of Education

Graduate Diploma Proposal

99-10-25

Attachment A

Graduate Diploma in

Advanced Professional Studies in Education

Cost Analysis

Assumptions:

35 students per cohort

30 credit-hours split as follows:

16 hours special topics courses + 14 hours field studies courses

tuition fees to yield equivalent of minimum cost for graduate program

$768/semester for 6 semesters = $4608

i.e., $4608130 = $153.60 per credit hour

Instructional costs per cohort:

2 special topics courses @ $6500 per sessional

$ 13 000

1 faculty assignment to develop, monitor, evaluate

on load

. ?

2 faculty assignments to teach courses

on load ?

4 adjunct inservice FAs

@ $100/student ?

3 500

+ 5 meetings @ $200, for each of 3 courses

12 000

$25500

• travel & other expenses @15%

3 825

$28325

• other unforeseen expenses

30 x $153.60 per student (35 students)

$161280

less 7.5% overhead to SPU

12 096

less 7.5% overhead to Fac of Ed.

Net revenue per cohort

$107000

Current Field Programs salaries + other fixed costs

$540000

Faculty of Education ?

Graduate Diploma Proposal

99-10-25

Minimum number of cohorts required to cover costs = 5

Associated FTEs = 5 x 35 = 175

Revenue generated in overhead to SFU per cohort: $ 24 192

5 cohorts @ $24 192 ?

$ 120 960 over two years

Total annual overhead revenue

$ 60480

Further assumptions:

Field Programs maintains an undergraduate FTE commitment to sustain faculty

undergraduate "quota." This will amount to 100 FTEs initially declining to steady

state of perhaps 50 FTEs

Eventually, after start-up of the Graduate Diploma Field Programs total FTEs rise to

the same overall level of activity as at present in Field Programs for a total of 400

FTEs

This leaves room to add another 5 Graduate Diploma cohorts, yielding total

University overhead returns of approximately $120 000 annually

This also provides additional income to Field Programs to add personnel to relieve

current members of overwhelming workloads and allows time to develop non-

credit programs and projects.

Faculty teaching commitments based on 5 GD cohorts consists of 15 assignments

over two years, or 2.5 assignments per semester. If a total of 10 cohort GDs are

developed this would rise to 5 assignments per semester. This compares favourably

to current allocations and is in line with those generally agreed to by the Faculty of

Education Executive in late 1998.

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