UBC Teacher Education Program Viewbook 2013/14

2013/14 UBC TEACHER EDUCATION PROGRAM

THE UBC BACHELOR OF EDUCATION (BEd) PROGRAM

T

he University of British Columbia’s Faculty of Education offers BC’s largest and most

comprehensive teacher preparation program, the only one that includes all teaching specializations for secondary education, along with elementary and middle years options.

In addition, the Faculty offers an extensive graduate program, professional development options for teachers and BC’s longest running teacher education program for those of Aboriginal heritage (NITEP).

We are committed to preparing teachers for their responsibilities as educators in both local and global contexts. When you receive a Bachelor of Education (BEd) from UBC, a whole world of opportunity becomes available to you in classroom contexts and beyond.

Completing our 12-month program leads to a Bachelor of Education (BEd) degree and recommendation for teacher certification by the Ministry of Education Teacher Regulation Branch (TRB).

You will be qualified to apply for certification to teach in the province of British Columbia. You can also apply for certification in other provinces and countries—

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each province and country has its own certification requirements.

To be eligible for the BEd degree, individuals must have completed a four-year Bachelor’s degree or equivalent, including relevant academic preparation.

Applicants must also have volunteer or work experience in a group setting with children or youth, preferably at the age level you wish to teach.

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Become a certified teacher at UBC — in 12 months!

PROGRAM OPTIONS We offer teaching options for all grades from Kindergarten to Grade 12:

• ELEMENTARY (Kindergarten to Grade 7) • MIDDLE YEARS (Grades 6 to 9) • SECONDARY (Grades 8 to 12) • SECONDARY DUAL DEGREE (BSc/BEd) • NITEP (The Indigenous Teacher Education Option) • WKTEP (West Kootenay Teacher Education Program) Thematic Strands in the UBC Bachelor of Education Program

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INQUIRE When you were a child, did you ask questions about everything? Do you still?

Inquisitive people make great teachers.

At a research-intensive university like UBC, INQUIRY is considered a hallmark of teacher education and professional development.

UBC’s teacher candidates are inspired and supported to inquire systematically into their own practices.

STUDENT PERSPECTIVE

“I think it’s important. We should be always questioning our practices and asking why we are doing things a certain way. What is the purpose of education? That is a really good question I’m struggling with still.”

— Katrina 2012/13 Teacher Candidate (Secondary, English cohort)

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STUDENT PERSPECTIVE

“The type of teaching that I want to do is to cultivate and foster students to challenge themselves … And I think that’s what inquiry really is about for us too. We’re

Learning is continual and transformative; it takes place in a variety of contexts and through different means as both an individual and collective activity.

trying to figure out what is the best way to teach.

In finding my own voice, doing my own research, I have to find a way to make it work. In the end, that’s going to give me the confidence to go into the future and start incorporating my own philosophies and theories to bring out the best in students.”

— Troy 2012/13 Teacher Candidate (Secondary Drama cohort)

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IMAGINE Are you a creative thinker?

Teachers spark imagination.

UBC teacher education graduates can be found teaching in schools and other educational settings throughout BC and Canada, as well as around the world.

UBC-educated teachers, and administrators, are leaders in school change and curriculum innovation.

Our alumni can be found teaching all over the world, in places such as the US, Great Britain, Japan, China, Australia, to name a few countries.

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INSPIRE Are you someone who leads change?

Teachers inspire students in and beyond the classroom.

The Faculty of Education at UBC seeks life-long learners dedicated to personal growth and professional development. Teacher candidates are expected to be effective communicators, engaged learners, and caring practitioners.

We are committed to admitting qualified candidates who reflect the ethnic, linguistic, cultural, and social diversity of British Columbia and beyond.

Applications are welcomed from persons of Aboriginal ancestry, visible minorities, and persons with disabilities.

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QUICK FACTS ABOUT THE PROFESSION AND PROGRAM BCTF EdFacts Full-time equivalent (FTE) teachers teaching in BC public schools: 30,407 Number of BC public schools: 1,604 5

Elementary Elementary Junior Secondary

347

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80 102

Elementary Secondary Junior Secondary 1,019

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Middle Secondary Senior Secondary

Number of BC independent schools: 347 Gender Number of male & female teachers teaching in BC public schools

FTE Student Enrolment BC Independent Schools 70,444

9,252 (28%) 24,238 (72%)

BC Public Schools 549,836

Over the next 10 years, Kindergarten enrolment is projected to increase by 5,739 students.

Stats from BCTF Edfacts 2011/12

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BEd Program Admissions Stats Applicants to BEd program

Admitted to BEd program

Number of people who applied to the program (Avg.)

Number of people who were admitted to the program (Avg.)

474

422

327

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LEGEND Elementary Middle Years Secondary

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Usefulness of knowledge, skills and abilities acquired in the UBC BEd program 2 years post-graduation, average of 2007/08 grads* 47%

42%

Very useful Somewhat useful

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years old The average age of applicants

Not very useful 10%

*2010 Survey of 2009 Baccalaureate Graduates, Research Universities’ Council of BC Photo: Morten Rand-Hendriksen

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THE THE ELEMENTARY ELEMENTARY OPTION OPTION

This option prepares generalist teachers for kindergarten to Teacher grade 7. candidates enrolled in this option will teach all subject areas in the elementary curriculum (Kindergarten Teacher candidates enrolled in this option will teach all to Grade 7), including Core French in Grades 5 to 7. subject areas in the elementary curriculum, including Core French in grades 5 to 7.

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Cohorts Teacher candidates in the elementary option select learning groups called “cohorts” organized by a particular theme or approach. Cohort members take courses together and are assigned practicum placements in partner schools in given geographic areas (school districts).

In each elementary program cohort, teacher candidates learn how to teach all subjects (Kindergarten to Grade 7).

ELEMENTARY COHORT OPTIONS: 1. Arts-Based Cohort (ABC) 2. Community of Inquiry in Teacher Education (CITE) 3. International Baccalaureate (IB) 4. Kindergarten — Primary Program (KIPP) 5. Personalized Learning & Technology (PL-Tech) 6. Social and Emotional Learning (SEL) 7. Teaching English Language Learners through Problem-Based Learning (TELL/PBL) 8. French Elementary Specialists — Core French/French Immersion 9. French Language and Global Study (FLAGS) — Core French Generalists

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Arts-Based Cohort (ABC) While becoming qualified to teach all elementary grades, K to 7, the focus of ABC, Arts-Based Cohort, is on inquiring into education through the practices of teachers and artists. Instructional leaders in the cohort include specialists in music, art and drama.

A background in visual or performing arts is not necessary, but a passion for the arts is an asset. Teacher candidates will be encouraged to develop their own philosophy of teaching in an atmosphere enriched through exposure to arts-based instruction.

Practicum placements are in Vancouver and Burnaby schools.

Community of Inquiry in Teacher Education (CITE) The CITE team is committed to principles of both community and inquiry and to the open communication required for them to flourish. CITE is based on core commitments about education in general and teacher education, in particular. Special features of CITE include instruction in technological tools and communication applications for classrooms.

Teacher candidates are expected to participate actively in the CITE community and to take responsibility for all aspects of their own learning, including meeting regularly in small inquiry groups to explore issues of teaching and learning.

Practicum placements are in Richmond schools.

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International Baccalaureate (IB) Teacher candidates selecting this cohort have an interest in an international education that is concept-based, inquirydriven and student-centred. Guided by key concepts and transdisciplinary themes, teachers create enriching, handson learning opportunities that promote discovery, exploration and thinking about real-world issues.

IB Primary Years Programme students, North Vancouver

This elementary cohort focuses on the IB Primary Years Programme in Grades 1 to 7.

Practicum placements for the elementary IB cohort are in authorized IB World Schools in Vancouver, North Vancouver and West Vancouver.

IB Primary Years Programme students, North Vancouver

Teaching is a moral enterprise, and learning to teach is a matter of developing dispositions as well as gaining content and pedagogical knowledge. teach.educ.ubc.ca | 13

Kindergarten–Primary Program (KIPP)

Personalized Learning and Technology (PL-Tech)

While becoming qualified to teach all elementary grades, K to 7, teacher candidates in the Kindergarten – Primary Program Cohort develop expertise in meeting the needs of learners in Kindergarten through Grade 3 (ages 4 to 9 years).

Teacher candidates in the PL-Tech cohort are interested in elements of 21st century learning such as a continuum approach to curriculum implementation and student progress, flexible learning structures, and the use of technological tools in facilitating teaching, learning, assessment and communication.

Cohort instructors highlight issues in Kindergarten–Primary education course work, and teacher candidates become aware of current research regarding developmentally-appropriate practices in supporting young childrens’ learning.

Practicum placements are in Vancouver, North Vancouver, and West Vancouver schools.

Photo: Geoffrey Kehring

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There is a focus on learning about and incorporating these innovative elements into teacher candidates’ practice as learners as well as developing teachers.

Practicum placements are in Surrey and Langley schools.

A learning community is one in which members are committed to ongoing inquiry, critical reflection, and constructive engagement with others.

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Social and Emotional Learning (SEL) Teacher candidates experience the regular Teacher Education program with a special emphasis on Social and Emotional Learning (SEL). Research demonstrates the significant role of social and emotional learning in promoting the healthy development and academic achievement of all students.

SEL emphasizes active learning approaches and a teaching practice that foster positive attitudes, behaviours and thinking processes in students.

Practicum placements are in Langley, Surrey and Delta schools.

Teaching English Language Learners Through Problem-Based Learning (TELL/ PBL) Members of the TELL/PBL cohort prepare to work effectively with elementary-age learners for whom English is an additional language using an innovative educational strategy that weaves problem–solving and critical thinking into content knowledge through the use of real world problems and situations. UBC instructors use case study methods to expertly guide teacher candidates to develop inquiries into pedagogy, curriculum, learning, and the profession of teaching.

Additional emphases include ways to use multilingual, multimodal, and multicultural ways of meaning-making that learners bring to the classroom; working as a school resource for English language learners; teacher collaboration; and advocacy work for this population.

Practicum placements are in Vancouver and Richmond schools.

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French Elementary Specialists — Core French/French Immersion This cohort is designed for teacher candidates who speak and write French and wish to specialize in teaching French Immersion or Core French at the elementary level. Most courses are delivered and assignments are completed in French. This allows teacher candidates to continue to develop their proficiency while in the program.

All Grades 5 to 8 teachers in British Columbia are required to teach Core French; whereas, French Immersion is a program of choice. French Immersion teachers are in high demand in British Columbia school districts.

Admission into the cohort requires successful completion of the French Language Appraisal (FLA) or Diplôme d’études en langue française (DELF).

Practicum placements are in Surrey, Delta, Richmond, Vancouver, North Vancouver and West Vancouver schools.

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Practicum placements are in Surrey, Delta, Richmond, Vancouver, North Vancouver and West Vancouver schools.

Teach subject content in French.

Core French: Teach French as a subject among general subjects in the regular English program.

Intensive French: Teach French in an intensive immersion-like semester in Grade 6.

Francophone Schools: Teach subject content in French within the Conseil Scolaire Francophone.

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FLAGS course work is conducted mainly in English but includes an FSL methodology course and conversation course conducted in French.

TO TEACH FREN N R C EA French Immersion: H

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This cohort is designed for teacher candidates who have an interest in learning to teach French as a second/additional language (FSL). Teacher candidates are able to communicate with at least a rudimentary level of French and are interested in developing their language proficiency as well as methodological skills to teach the language.

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French Language and Global Study (FLAGS) — Core French Generalists

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THE MIDDLE YEARS OPTION This option emphasizes teaching students in Grades 6 to 9 (ages 10 to 14 years).

Teacher candidates who complete the Middle Years BEd program option have the benefit of being prepared for teaching elementary (Kindergarten to Grade 7), as well as for a secondary specialization.

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Self-Regulated Learning (SRL) in the Middle Years The middle years school setting celebrates adolescents’ talents and supports their learning during important transitional years. This context enables students to gradually prepare for the demands of the secondary school while recognizing their unique developmental needs.

Middle Years teacher candidates prepare in both the elementary curriculum and a subject teaching specialization: 1. English 2. Physical Education 3. Social Studies or 4. Science

Teacher candidates also learn how to promote self-regulated learning by involving students in making choices, controlling challenge, evaluating learning, and collaborating with peers.

The SRL model occurs in the context of professional workshops, practicum placements, and the inquiry seminars. Teacher candidates are also encouraged to make connections to SRL in their curriculum courses.

Middle Years practicum placements are in Coquitlam schools.

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Teaching Teams in Middle Schools Middle schools are usually organized into teams of three to five classes of students.

Each teacher belongs to a teaching team responsible for planning and supporting the entire program for the team’s 90–150 students. It is like a “school within a school”.

As the year progresses, you get to know and work with all the students on your team, including the students in your homeroom class. Through collaboration with other teachers in weekly meetings, the team draws on the individual strengths and backgrounds of its teachers to plan and deliver a exciting educational program for the students that includes the core curriculum, advisory, explorations, and exciting team activities.

Explorations The Explorations program is another unique aspect of middle schools. Explorations are different from elective courses in secondary school because all students take all of the Explorations subjects throughout the year.

For part of every day, students attend explorations classes taught by teachers with specialized training in subject areas such as: art, drama, physical education, music, home economics, and technology education. As a middle school teacher, you have the opportunity to teach in one of the Explorations subjects.

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Teamwork and collaboration are emphasized.

Teacher candidates are paired with mentors who are committed to helping students to be: • adaptive learners • aware of their strengths and weaknesses • motivated to do the best they can • able to apply effective learning and problem-solving strategies to successfully complete challenging tasks and activities

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THE SECONDARY OPTION This option prepares students to teach one or two subject specializations in all grades (8 to 12) in secondary schools.

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Subject Specializations Teacher candidates in the secondary program option are grouped according to their subject specialization (e.g., Math, English, Physical Education).

Secondary teacher candidates are assigned their practicum placement according to one of their first two choices of geographic area.

Admission is based on subject/discipline specialization during one’s undergraduate degree.

During the BEd program, teacher candidates are introduced to adolescent development and prepared methodologically to teach their areas of specialization (major, concentration).

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Which subject(s) do you want to teach?

UBC has the most comprehensive list of secondary specializations offered in a teacher education program in Western Canada.

Art

Business Education

Culinary Arts

Computer Science

English

English as a Second Language

French

Home Economics

Mathematics

Music

Physical Education

Technology Education

Theatre

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SOCIAL STUDIES EDUCATION

Geography

History

Social Science

Chemistry

Earth Science

SCIENCE EDUCATION

Biological Sciences

Physics

MODERN LANGUAGES EDUCATION

Chinese

German

Italian

Japanese

Korean

Punjabi

Russian

Spanish

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French Specialization When enrolled in the Secondary French Specialist option, most of the classes are taught in French; as well, practica occur in French Immersion, in regular schools offering Core French, or in Francophone schools.

Learning content in French allows teacher candidates to continue to develop their French proficiency during the year. Teacher candidates may combine French with another teaching subject concentration (e.g., Spanish or Biology).

International Baccalaureate (IB) Option Teacher candidates selecting the IB option have an interest in an international education that is concept-based, inquirydriven and student-centred. Guided by key concepts and transdisciplinary themes, teachers create enriching, handson learning opportunities that promote

IB Middle Years Programme, North Vancouver

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discovery, exploration and thinking about real-world issues.

Practicum placements for the secondary IB option will be in authorized IB World schools in all Lower Mainland school districts (as is the case for other secondary placements).

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Dual Degree (BSc/BEd)

BACHELOR OF SCIENCE AND BACHELOR OF EDUCATION If you are enrolled in the Bachelor of Science program, you can pursue a dual degree in Science (BSc — Math and Physics or Food, Nutrition and Health) and Education (BEd), which may lead to teaching secondary courses in Mathematics, Physics, or Home Economics (Grades 8 to 12).

This concurrent program with the Faculty of Science and the Faculty of Land and Food Systems offers capable students the opportunity to earn a Bachelor of Science degree (BSc Major) and a Bachelor of Education degree (BEd) in secondary education in five years.

Admission acceptance into the program will be determined based on a review of both the applicant’s transcript and a statement of academic purpose. Entry into and continuation of a dual degree program requires that the student remain in good academic standing.

The program is currently open only to students pursuing a major in Mathematics, Physics, or Food, Nutrition and Health.

Dual degrees are not open to students with a previous degree.

After completing all the requirements, students are normally eligible for a British Columbia Professional Teaching Certificate.

Students must satisfy all of the degree and program requirements for Mathematics, Physics, or Food, Nutrition and Health in the Science degree and in the Education degree. teach.educ.ubc.ca | 27

NITEP — THE INDIGENOUS TEACHER EDUCATION OPTION NITEP is the teacher education option designed for Aboriginal students who are interested in teaching elementary and secondary years.

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F

or almost 40 years, NITEP at the

University of British Columbia has delivered a teacher education program in an environment that honours diverse Aboriginal traditions and philosophies.

Graduates of the BEd program (Elementary or Secondary) are prepared to be effective educators for public, band-operated and independent schools.

The First Nations Education Council, which developed and advises the program, is made up of Aboriginal educators, UBC Faculty, coordinator representatives, a BCTF representative, and NITEP student representatives.

NITEP HISTORY NITEP began as an elementary teacher education program in September of 1974 in response to needs expressed by Aboriginal people throughout BC for a more effective and relevant teacher education program.

In September 2004, a secondary option for those who want to teach Grades 8 to 12 was established.

The Longhouse at UBC, Point Grey campus

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A

s a contemporary program with traditional values, NITEP truly

exemplifies how culture can be integrated within a mainstream postsecondary institution.

In addition to the Urban Centre on the UBC Vancouver campus, NITEP is also offered at field centres in Bella Bella, Duncan, and Kamloops. These centres allow students to maintain their connection to home and community while pursuing their education. Our Coordinators teach in the program and assist students with course planning, advising, and arranging for tutors. The cohort structure of NITEP allows

students to bond and become a family as they experience the program together. Students have likened their experience to a canoe journey; the more they pull together the easier it becomes.

NITEP students and graduates are role models and agents of change and empowerment. Over the past 37 years more than 360 individuals have graduated and gone on to successful careers

as teachers, administrators, provincial and federal government employees, and other highly valued positions in Aboriginal education. Many have continued their studies and have received Masters and Doctorate degrees.

With the launch of the revised 12-month program, the opportunity to earn a UBC Bachelor of Education degree in less time means that graduates can join the workforce sooner, while receiving the same salary as students who completed the previous program.

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To obtain an application or for additional information about the program, please visit the NITEP website at teach.educ.ubc.ca/ bachelor/nitep.

Email: nitep.educ@ubc.ca Facebook: facebook.com/NITEP. UBC

The intention of the program is to build upon and strengthen the cultural heritage and identity of the professionals in training. Using these strengths as a base, students develop the skills and academic knowledge expected of beginning educators.

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WKTEP — WEST KOOTENAY TEACHER EDUCATION PROGRAM WKTEP is the rural education option (Elementary and Secondary) located in Castlegar, BC.

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W

KTEP has a strong focus on rural and small school settings, recognizing that they offer

exciting educational opportunities for teachers. There is also an emphasis on place-based learning with strong ties to local communities and school districts.

The West Kootenay Teacher Education Program provides teacher candidates with the opportunity to develop the professional qualities and effective practices for teaching in today’s complex learning environments with a strong focus on community, collaboration, and innovation.

We offer the full complement of UBC’s BEd coursework, field experiences and practica, with both a 2-week and a 10-week

practicum hosted by the 4 local area school districts, as well as a 3-week communitybased field experience in non-formal settings.

Elementary and secondary teacher candidates are together for some courses in both on-campus and in-school settings, and experienced tutors mentor secondary teacher candidates in selected specializations.

A responsive teacher education program is attentive to all the communities it serves. teach.educ.ubc.ca | 33

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Join WKTEP and become part of a vibrant rural community rooted in a distinctive blend of cultures and situated within a picturesque mountain landscape.

Photo: Brian Uhreen

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PRACTICUM The practicum includes a full-day course starting in September (the Pre-Practicum Experience), followed by a two-week school placement, which usually becomes the setting for the 10-week Extended Practicum.

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School-Based Practicum

T

he teaching practicum is an exciting part of the Bachelor of Education program because

it is the time when teacher candidates put theory into practice alongside an experienced teacher. Initially, emphasis is placed on gradual orientation to the school setting. After this acclimatization period, the focus shifts to meeting the challenges of an increased teaching load and added responsibilities.

Elementary teacher candidates are assigned to a particular geographic area associated with their selected cohort.

STUDENT PERSPECTIVE

Middle Years teacher candidates are placed in Coquitlam schools.

“The most valuable tool I

Every effort is made to place secondary teacher candidates in one of their two requested school districts. However, requests are dependent on several variables, including timetable and teaching subject. Be prepared to accept the placement deemed appropriate for you by the secondary practicum coordinator.

learning environment, in which

developed during my practicum was creating a cooperative all members of the classroom community were encouraged to listen attentively, provide their peers with appreciation and mutual respect.”

— Melanie, Secondary BEd program graduate and Dr. Maxwell Cameron Award winner

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COMMUNITYBASED FIELD EXPERIENCE Following successful completion of a school-based extended practicum, all teacher candidates in the BEd program participate in a three-week Community-Based Field Experience.

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Community-Based Field Experience (CFE)

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n most cases, the community-based field experience occurs outside of schools in placements

hosted by community partners. Research informs us that such “non-formal� educational involvement helps teachers develop a broader, more holistic view of education. Some field experiences take place in a school context that is very different from the extended practicum site, and others take place in locations across the province, country and internationally.

By taking part in the CFE, teacher candidates expand their concept of potential learning sites and how they might get involved, either as a career option or as a classroom teacher with an understanding of educational community connections.

During the initial registration process, teacher candidates indicate their preference for a community-based field experience placement by theme or geographic region.

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INQUIRE IMAGINE INSPIRE

he complete list, please visit the community-based field experience website.

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INTERNATIONAL FIELD EXPERIENCE For the community-based field experience, teacher candidates may apply for a limited number of practical educational experiences outside of Canada. In most cases, these opportunities necessitate extra costs, which are the responsibility of the successful applicants.

Participation in an international teaching and learning opportunity requires the demonstration of a high level of success in the Bachelor of Education program courses and practica prior to the international experience.

Some of our international partners: Australia, Swaziland, France, England, South Korea, Germany, and Hong Kong.

STUDENT PERSPECTIVE

“My rural [CFE] was a terrific experience for many different reasons. One reason is that it gave me the ability to compare and contrast two different educational systems. It wasn’t that one school or district was better than another, but rather, that the new and foreign experience allowed me to reflect on education in much

RURAL FIELD EXPERIENCE

more complex and useful ways.

Overall, I would definitely recommend a rural [CFE] to

Teacher candidates also have the option to apply for a community-based field experience in rural communities.

Some of our rural education partners: Haida Gwaii, CaribooChilcotin, Prince Rupert, and Kamloops.

anyone who is independent and able to connect with all types of people. My rural experience was awesome!”

-Zac (Secondary BEd grad) on the rural field experience

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INQUIRE IMAGINE INSPIRE

What is the main difference between the community-based field experience and the teacher candidates’ previous practicum placements?

The community-based field experience is intended to qualify as “non-formal” education. That is, its purpose is to provide teacher candidates with opportunities to participate in educational circumstances that differ from the conventional “formal” classroom.

These experiences will vary greatly according to the community partners, but in every case, the field experience is intended to challenge the teacher candidates to think about education beyond the classroom walls.

STUDENT PERSPECTIVE

“It’s an excellent experience … It shows you a different side of our education system. You can read about it, but it’s much different when you walk through it.

So living that experience was really beneficial.”

— Claire (Elementary BEd grad) on the rural field experience

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ADVISING Meet with an admissions officer to learn more about our program and to discuss academic and experience requirements.

To book an advising appointment:

call 604 822 5242 or email your request to teacher.ed@ubc.ca.

Advising appointments are scheduled every Tuesday and Thursday from 1:00 to 4:00 p.m.

Follow these tips to get the most out of your advising appointment: 1. Find and read the information about your program of interest.

2. Complete the academic self-assessment worksheet for your teaching area(s). Download worksheets from our website at bit.ly/Y16OJn. 3. Bring your unofficial transcripts to the advising appointment.

4. Email questions to teacher.ed@ubc.ca or directly to the admissons officers.

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INQUIRE IMAGINE INSPIRE

Can’t make it in person?

Our admissions officers are available via Live Chat, an instant messaging service, that can be connected straight from our website.

Visit Admissions on teach.educ.ubc.ca.

Follow UBCTeacherEd on social media!

twitter.com/UBCTeacherEd

www.youtube.com/UBCTeacherEd

facebook.com/UBCTeacherEd

www.flickr.com/TEO-UBC

blogs.ubc.ca/teachereducation

teach.educ.ubc.ca | 45

Teacher Education Office Faculty of Education Room 103 – 2125 Main Mall Neville Scarfe Building Vancouver, BC Canada V6T 1Z4 Tel: 604 822 5242 Fax: 604 822 8227 Email: teacher.ed@ubc.ca teach.educ.ubc.ca