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Teo home > Programs > Teacher EducatioN (BEd) > Cohorts > Elementary Options
Principles
In each elementary program cohort, teacher candidates are professionally prepared to teach all subjects in elementary schools, grades K – 7. Some cohorts are planned according to themes, while others are generalist.
UBC cohort instructors work in teams coordinating projects in curricular integration, field experiences and ongoing connections with partner schools, drawing on the following principles:
- Learning is continual and transformative; it takes place in a variety of contexts and through different means as both an individual and collective activity.
- A learning community is one in which members are committed to ongoing inquiry, critical reflection, and constructive engagement with others.
- Teaching is a moral enterprise, and learning to teach is a matter of developing dispositions as well as gaining content and pedagogical knowledge.
- A reflective and coherent teacher education program fosters meaningful connections between curricular, foundational and field-based areas.
- A responsive teacher education program is attentive to all the communities it serves.
The instructional teams meet on a regular basis during the school year to discuss and respond to their cohort programs as they progress during the academic year.
12-Month Program
Community 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. All practicum placements are in Richmond schools.
Fine Arts and Media Education (FAME)
In the FAME cohort, teacher candidates are prepared to take leading roles in schools in the implementation of creative, authentic applications of the arts and digital media across the K-7 curriculum. Play, imagination, and creativity are foundational to learning for this community of artists/reflective practitioners/teachers. A genuine love of music, dance, drama and visual arts is a key to success in this program, which also emphasizes intelligent instructional strategies and the artful implementation of digital media in the K-7 classroom. Post-secondary artistic education is not a necessary pre-requisite; however, cohort members should have a strong background in participating in the performing and visual arts. All practicum placements are in North Vancouver schools.
This cohort is designed for teacher candidates who speak French and wish to specialize in teaching French Immersion or Core French at the elementary level. Most courses are delivered in and assignments are completed in French which allows teacher candidates to continue to develop their skills while in the program. All Grades 5 – 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. Practica placements are in various Lower Mainland school districts. Admission into the cohort requires successful completion of a French Language Appraisal.
French Language and Global Study (FLAGS) Generalist
This cohort is designed for teacher candidates who have an interest in learning to teach French. Teacher Candidates are able to communicate at a rudimentary (and not fluent) level and are interested in developing language proficiency as well as the methodological skills to teach the language. FLAGS coursework for elementary generalists is conducted mainly in English but includes two courses conducted 50% in French. All Grades 5 – 8 teachers in British Columbia schools districts are required to teach Core French. Practica placements are offered in various Lower Mainland school districts.
Teacher candidates will work towards the mastery of the principles and techniques of learning and teaching with an understanding of the unique qualities that each child brings to the classroom. Teacher candidates will be encouraged to enhance their communication skills with computer technology. All practica placements are in either Vancouver or West Vancouver schools.
Problem Based Learning (PBL)
Problem-Based Learning is an innovative educational strategy that weaves problem solving and critical thinking into content knowledge through the use of real world problems and situations. UBC Faculty Members and key members of the Richmond School District use case study methods to expertly guide teacher candidates to develop inquiries into pedagogy, curriculum, learning, and the profession of teaching. One of the most unique features of the program is the focus on identifying and engaging with problems through collaborative and networked inquiry. All practicum placements will be in Richmond schools. In addition to extended practicum experiences, teacher candidates spend one full day a week at their practicum schools throughout the 12-month program.
Self Regulated Learning (SRL)
Teacher candidates in this cohort will be paired with mentors (classroom teachers from the Coquitlam School District) who share our goal of helping children to be adaptive learners, aware of their strengths and weaknesses, motivated to do the best they can, and able to apply effective learning and problem solving strategies to successfully complete challenging tasks and activities. Teacher candidates in the cohort learn how to promote SRL by involving children in making choices, controlling challenge, evaluating learning, and collaborating with peers. Learning to model and promote SRL occurs primarily in the context of a professional seminar, the practica, and the principles of teaching course, but teacher candidates also are encouraged to make connections to SRL in their curriculum and foundation courses. Practicum placements are offered in Coquitlam schools.
Social & Emotional Learning (SEL)
Teacher candidates take the regular Teacher Education program with a special emphasis on "Social-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 for teacher candidates active learning approaches to and teaching practices in fostering positive attitudes, behaviours and thinking processes in students. Practicum placements in Langley & Surrey schools focus on integrating SEL and related programs into the classroom.
Teaching from the Heart - July Start
In this cohort there is an emphasis on using all the arts to engage the imagination across curriculum. Artists-in-residence are incorporated across the cohort, both on campus and in school settings. No previous training in arts is necessary. This cohort framework encourages creating theme-based, interactive lessons and units while learning about developmentally-appropriate instruction for children in elementary schools, grades K – 7. Teacher candidates experience practica in selected schools in Delta or Burnaby.
Teaching English Language Learners (TELL) – July Start
Members of the TELL cohort prepare to work effectively with elementary-age learners for whom English is an additional language, a population that has expanded dramatically in BC schools in recent years. Coursework for the cohort is infused with principles concerning second language learning and teaching, with the goal that teacher candidates gain a firm understanding about and expertise in the integration of language and content. Additional emphases include utilizing the 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. Upon successful completion, a formal letter attesting to teacher candidates' TELL specialization is provided. Practica placements will be in selected schools in Vancouver.
2-Year Option
Diversity & Social Justice - 2009-2011
(Alternates every 2 years with SREc Cohort)
Teacher candidates enrolled in the Diversity & Social Justice Cohort participate in a two-year elementary education program. They have the opportunity to explore social justice issues in courses during the first year of their program. In addition, teacher candidates also have the opportunity to develop a mini-proposal for a social activism project completed during their extended practicum taking place during the second year. Teacher candidates and their school advisors are able to attend a series of outstanding workshops related to the themes of Diversity and Social Justice. Practica placements are normally in Vancouver schools.
Elementary Literacy Focus (ELF) – September Start
In Year 1 of the 2-year program, modified aspects of the BEd coursework for the ELF cohort will target key literacy issues for young learners. In Year 2, teacher candidates may also complete a 12-credit concentration in the teaching of reading and learning about the needs of literacy learners requiring additional support. The specific focus of courses will be analysis, strategic teaching, and systematic monitoring of the development of literacy learners requiring additional support. Practicum placements will be in selected schools in Richmond, Delta or Surrey, and teacher candidates who choose this cohort must be willing to go to either of these three school districts listed.
Social Responsibility and Environmental Sustainability Cohort (SREc):
Living and Teaching Green - Starts September 2011-2013
(Alternates every 2 years with Diversity Cohort)
This cohort works to develop and integrate innovative teaching and learning practices across the curriculum for fostering respect and care of self, others and place, demonstrating ecological commitment, and education for social change. Within the context of the regular 2-year program of courses and practica experiences, integrated into first-year course work is a focus on the relationship between advancing social responsibility and ecological awareness among young teacher candidates, on the one hand, and finding pedagogical strategies to work toward social justice, global citizenship, and sustainability on the other. Practica placements are normally in Richmond and Vancouver schools.
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Includes online application and all supplemental forms (see 
