Course Evaluation Statements:
All courses and assignments in the Faculty of Education are assessed as Pass/Fail.
Instructors will make the Success Criteria of the assignments clear in the syllabus, and refinements of
the criteria may take place in class as a means of co-constructing details of the assignments in the first
two weeks of a course. This will allow for differentiation of process, product and timeline depending
upon student needs.
Success Criteria will
Articulate what needs to occur to demonstrate learning outcomes for a course/assignment;
Inform the instructional process so that teaching can be adapted to ensure students continue to
remain on track to meet the criteria as needed and appropriate.
Align with the assignments created to provide opportunities for students to demonstrate the
knowledge, skills and abilities they are working toward;
Establish clear descriptive language that allows Teacher Candidates to identify, clarify and apply
the criteria to their work and to their engagement in peer feedback;
Focus the feedback on progress toward meeting the overall and specific tasks/assignment goals
for the course.
Participation is essential to success in the Teacher Education program. As a professional school, you
need to treat coming to class as showing up for work in the profession. If you are not in class, you
cannot participate. Actively participating in discussions, peer reviews/feedback, group work and
activities is integral to the development of your own learning and to the learning within your classroom
community.
Given the varied experiences of Teacher Candidates in the program, you may engage with
ideas/concepts or skills that are familiar or unfamiliar to you.
A Professional Teacher Candidate is one who:
Arrives in class (virtual or online) on time, and prepared;
o This includes completing any readings, viewing assignments or tasks in advance of class
as requested.
Listens to others and contributes thoughtfully to discussions;
