Program Outline 012- Teacher Education Program

Program Title: Nunavut Teacher Education Program Program Code: 012 Credit Level: Delivery: Credential: Degree Eligible for RPL: To be determined

Nunavut Wide Location: Division: Education Programs Prepared By: Andrea Burry Signature: Date: Feb 22, 2018 Previous Outline Dated: Reviewed/Revised By: Approved By: Signature: Approval Date: Motion Number: Program Outline 012- Nunavut Teacher Education Program

Program Description: The Education Programs Division at Nunavut Arctic College offers a four year degree program called the Nunavut Teacher Education Program (NTEP) and a two year after degree program called the Bachelor of Education After Degree (BEAD) program in partnership with the University of Regina. The focus of the NTEP is on the practice of teaching. The design of the NTEP emphasizes the application of content and theoretical knowledge to the classroom through various field experiences and Educational Professional Studies courses in Nunavut schools. The program culminates in a 14 week Field Internship placement in a chosen school. Students in the NTEP are required to complete 120 credits to earn the Bachelor of Education Degree. The program curriculum is informed by the worldview and the Inuit societal and cultural values and principles. The courses are delivered in Inuktut when possible. The BEAD program allows for prospective students who have previously earned an undergraduate degree to earn a Bachelor of Education degree in two years. Prospective students are required to complete 60 credits composed of content and theoretical knowledge courses, Educational Professional Studies courses and a Field Internship placement. Prospective BEAD students complete the requirements of the program by joining the third and fourth year course offerings of the NTEP.

Inuit Qaujimaningit: Inuit Qaujimajatuqangit Principles are followed by:

1. Ikajuqtigiinniq: working collegially to reach a common goal; 2. Tunnganarniq: being open, welcoming and inclusive in supporting each other; 3. Pijitsirniq: offering their assistance willingly when necessary; 4. Aajiiqatigiinniq: making decisions by engaging in the discussion process to come to consensus; 5. Pilimmaksarniq: supporting the development of skills by participating in observing, mentoring, practicing and personal effort; 6. Qanuqtuurniq: supporting innovation and work towards seeking solutions in a resourceful manner; 7. Inuuqatigiitsiarniq: fostering respect and care, for themselves and each other; 8. Avatittinnik kamatsiarniq: fostering respect for the learning environment.

Career Opportunities: Graduates of the program will find employment in the teaching profession and education sector, as well as the public and private service sectors.

Program Learning Outcomes: Program Outline 012- Nunavut Teacher Education Program

The NTEP prepares graduates to become qualified classroom teachers in Nunavut schools.

Program Delivery Model: The program is delivered primarily using a face-to -face delivery. The Education Programs Division is exploring other program delivery models such as blended/hybrid online distance education models. The program courses are delivered in a variety of formats: module/block course deliveries and semester format courses deliveries.

Admission Requirements: The admission requirements for NTEP are as follows:

1. Letter of Intent: Applicants must provide as a minimum a 500 word statement explaining why the applicant would like to become a teacher.

2. Academic requirements: Applicants must meet the University of Regina academic requirements.

Applicants applying directly from High School must at minimum have a grade 12 High School Diploma with an overall average of 65% with the following courses:

Academic Requirement Course Options English Language Arts A30 & B30 1 Math or Science course Foundation of Mathematics 30; Calculus 30; Pre-Calculus 20; Pre-Calculus 30; Workplace and Apprenticeship Mathematics 30; Biology 30; Chemistry 30; Computer Science 30; Earth Science 30; or Physics 30 1 Language; Social Science or Arts Education 30; Band 30; Choral 302; Fine/Performing Arts course Christian Ethics 30; Cree 30; Dance 30; Drama 30; Economics 30; French 30; Geography 30; German 30; History 30; Latin 30; Law 30; Mandarin 30, Music 30, Native Studies 30; Physical Education 30; Psychology 30;Social Studies 30; Spanish 30; Ukrainian Language Arts 30, Visual Art 30 One additional course from above

Applicants who have completed 24 or more University level credits and possess an overall cumulative overall average of 65% or more are eligible for admission on the basis of their University level courses.

Mature status applicants (21 years or over) are eligible for admission on the basis that a 130 Level , English and Mathematics score is obtained on NAC assessment tests. Program Outline 012- Nunavut Teacher Education Program

3. Two Letters of Reference from an adult educator, school principal, a teacher, and/or past employer.

The admission requirements for the BEAD program are as follows:

1. Letter of Intent: Applicants must provide as a minimum a 500 word statement explaining why the applicant would like to become a teacher.

2. Academic Requirement: A University of Regina approved Undergraduate degree with a minimum cumulative average of 65% and a minimum of 39 credits that support a curriculum area such as Language Arts, Mathematics, Science, Health, Physical Education, and Social Studies.

3. Two Letters of Reference: from an adult educator, school principal, a teacher, and/or past employer.

Selection Process: Complete application packages will be reviewed by a joint Nunavut Arctic College and University of Regina admissions committee. The applications will be reviewed and assessed based on the published University of Regina and Nunavut Arctic College admissions requirements. The University of Regina will admit students into the NTEP and BEAD programs based on the recommendation made by Nunavut Arctic College once the applicant has met the University of Regina admissions requirements.

Graduation Requirements: In order to graduate from the NTEP, students must earn 120 approved credit hours with an overall cumulative average of 65%. In order to graduate from the BEAD program, students must earn 60 approved credit hours with an overall cumulative average of 65%.

Overview of Program:

Please see appendix A: NTEP and BEAD Templates provided by the University of Regina. We follow the attached templates to schedule courses and to ensure that students meet the program completion requirements for graduation.

NTEP (BEd- Elementary): 120 Credit Hours

Year 1 Year 2 Year 3 Year 4 012-602/EDCS 100 (3) 012-731/ECE 205 (3) 012-830/EPS 215 (3) EFLD 405 (15) Inuit Cultural studies 100 Orientation to Early Principles and Practices of Elementary Field Childhood Education Elementary Teaching Internship Second Language 012-743/ELNG 205 (3) 012-841/ERDG 215 (3) Education Elective (3) 012-605/Transfer (3) Language and Literacy Teaching Reading in 012-002/KIN 170 Inuktitut 100 Development Elementary School Lifestyle, Health, and Wellness 012-670/KHS 139 (3) 012-750/EPSY 205 (3) 012-820/ESCI 215 (3) 012-950/EPSY 322 (3) Movement Education Understanding & Enhancing Introduction to Teaching Students with Special Student Development Elementary Science Needs Social Science Approved Senior Elective (3) 012-872/ESST 215 (3) 012-902/EDCS 300 (3) 012-603/INDG 219 (3) 012-715/SOC 213 The Teaching of Social Inuit Cultural studies 300 and History Sociology of the Family Studies Natural Science 012-702/EDCS 200 (3) 012-870/EHE 215 (3) Second Language 012-621/BIOL 140 (3) Inuit Cultural Studies 200 Teaching Health in the 012-905/Transfer Credit (3) Human Biology Elementary Grades Inutktitut 300 Program Outline 012- Nunavut Teacher Education Program

Fine Arts Second Language 012-810/EMTH 215 (3) Education Elective (3) 012-604/ NAC Transfer (3) 012-705/NAC Transfer (3) Introduction to Teaching 012-001/ESST 100 Introductory Survey of Inuit Art Inuktitut 200 Elementary School Inuit Culture & Identity Mathematics O12-640/ENGL 100 (3) 012-742/ELNG 325 (3) 012-871/EPE 215 (3) Critical Reading and Writing The Teaching of Writing Physical Education in Elementary School

Approved Elective (3) Approved Senior Elective (3) 012-831/EPS 225 (3) (intro/senior level) 012-623/ESCI 302 Principles and Practices of 012-650/EPS 116: Writing Environment Education Elementary Teaching II and Research 012-630/EPS 100 (3) Education Elective (3) 012-873/EAES 215 (3) Educational Professional 012-744/ELIB 216 Introduction to Arts Studies Children’s Literature in the Education Elementary School Approved Elective (3) 012-710/MATH 101 (3) 012-850/EPSY 225 (3) (intro/senior level) Introductory Finite Assessing Student 012-720/NAC Transfer (3) Mathematics Learning Ecological Studies

Course Descriptions:

The course descriptions below have been provided by NTEP Instructors who have previously taught the course.

012-001/ESST 100: Inuit Culture & Identity The central focus of this course is culture and Inuit identity. Students will examine the sociological concepts of culture, identity, socialization, as well as decolonization/ indigenization, and how these concepts pertain to themselves and Nunavut communities. Local traditions will be examined and analyzed for their culture and historical roots. Local people will be interviewed to ascertain their view of Inuit identity, culture and community history. Students will write a report on their findings, that at a later date may be compared and joined with reports from other communities. (Instructor: Leigh Clark)

012-002/KIN 170: Lifestyle, Health, and Wellness The factors (e.g. physical, dietary, psychological, genetic, etc.) which affect an individual’s health and wellness will be examined and the potential role of lifestyle choices in the maintenance of health will be discussed. This will enable the student to become an informed, responsible, active participant in one’s own health. (Instructor: Paul Matthews)

012-602/EDCS 100: Inuit Cultural Studies 100 This course is designed to give students the opportunity to re-examine examples of Inuit material culture to: (1) understand the context surrounding their usage; (2) understand their cultural significance in traditional and contemporary Inuit society; (3) explore how traditional patterns, construction techniques and usage may have changed over time; and (4) discuss the importance of these items to cultural identity and explore appropriate means of intergenerational knowledge transfer. Cultural items and projects will vary depending on the region, the experience of the course instructor, and the knowledge of the community elders available, however; typically this course examines items such as the ulu, kamiik and/or amauti design and construction, harpoons, qulliq and its use, and qamutiik design, construction and uses. Research is conducted using academic sources, archival information, as well as, oral history and elder instruction. This course will not privilege written sources over the oral and experiential transmission of knowledge (as this was used successfully in traditional Inuit instruction for thousands of years). All sources will be seen as equal and students will explore how traditional Inuit knowledge should be legitimated and referenced. (Originally Written by: Inhabit Media & Modified by Instructor: Lucy Duval- Evic)

012-603/INDG 219: Inuit Culture and History While Nunavut is Canada’s newest territory different peoples have occupied the land of what is now Northern Canada for at least 4 000 years. The first occupants are termed the Arctic Small Tool people (ASTt). The latest occupants are the present day Inuit and those who have come after them to occupy and work in the arctic region of Canada. This course is basically an overview of the histories and cultures of the peoples who have occupied Northern Canada up to the present day. We will examine the relationships between Inuit and non-Inuit peoples as they began to have contact with each other over nearly 500 years of contact. This will lead Program Outline 012- Nunavut Teacher Education Program

us to view and focus on the struggle of contemporary Canadian Inuit for self-determination through the creation of Nunavut. The course will be divided into six sections: . Pre-contact History . Inuit and European contact . The growth of 19 th. & 20th. Century government intervention . The creation of Nunavut . Language and culture . Contemporary political and cultural themes

Use of Inuktut is expected. (Instructor: Kaviq Kaluraq)

012-604/NAC Transfer Credit Course: Introductory Survey of Inuit Art Introduction to Inuit art is a survey course designed to give students an overview of cultural aspects of Inuit life in both historical and contemporary contexts. The course will cover Inuit material culture from pre- historic roots to contemporary Inuit art. The course will include three distinct modules: film/photography; drawing, print making and sculpture; textile/craft (traditional decorative/sewing arts, tapestry/appliqué, and jewellery). Through this course, students will gain an understanding of the contribution of the arts to the socio- economic, cultural development of Inuit. This course will help students understand the factors contributing to the evolution of various art forms in the Arctic. This course will help students investigate their cultural roots for a greater artistic awareness and creativity. (Instructor: Janet Armstrong)

012-605/NAC Transfer Credit Course: Inuktitut 100 This course is designed for Inuktitut speakers who already have ability in writing Inuktitut, either in syllabics or roman orthography. The aim is threefold to improve skills in the use of the Inuit Cultural Institute Dual Orthography, to explain the phonology base to the orthography, and to establish a phonological base for 012-605. (Last Modified by Brenda Putilik)

012-621/BIOL 140: Human Biology This course introduces the student to normal structure and function of the human body systems and normal changes due to aging. Learning and understanding how the body functions together from the cellular level to the overall functioning of the body through multiple systems to maintain homeostasis is an important objective. Use of biology glossaries is required if Inuktitut is a second language. This course in a blended course where there are in-class components and online components, mainly assignment completion and submission. (Instructor: Kaviq Kaluraq)

012-623/ESCI 302: Environment Education Theory and practice in environmental education, including the history and philosophy of environmental education, course design (K‐ 12), and issues investigation. This course will provide students with an opportunity to examine the concept of education through an environmental lens. Students will explore what the environment is to each of us and those around us. Students will examine environmental issues and solutions that are relevant to Nunavut and environmental education. Students will apply, analyze, and evaluate what they know and what they learn about environmental issues, solutions, and education. Students will also examine and utilize Nunavut‐approved curriculum and devise and evaluate appropriate resources for use in your classrooms. (Instructor: Kaviq Kaluraq)

012-630/EPS 100: Educational Professional Studies EPS 100 is the first course you will take which is designed to help you learn to think about, practice and critique teaching and learning. The classes, discussions, research/reference, and reflections are intended to introduce you to some basic knowledge about schools, some basic teaching, and reflective practices and issues related to schooling and education. Key Goals include understanding the implications of factors affecting schools, recognizing and planning for change as a teacher, and developing an awareness of influences on current teaching practices. It is intended that you begin a process of constructing knowledge and skills - which you will continue to build throughout your career. By the conclusion of this course, you will be in a better position to judge whether or not teaching is a suitable career choice.

012-640/ENGL 100: Critical Reading and Writing This class is designed to improve students’ critical reading and writing abilities and to help deepen their relationship to literature. During the course students will read and examine a novel, a short play, several short stories and a number of poems, as well as some nonfiction prose. If and when necessary, appropriate grammatical constructions and essay formats will be reviewed (please have your Canadian Writer’s Workplace text on hand). Students will have to read both intensively and extensively, so be prepared to organize your time well. (Instructor: Leigh Clark)

012-650/EPS 116: Communications/ Writing and Research Educational Professional Studies - Communications (EPS 116) provides students with everything they need to become better writers. Good reading inspires effective written expression, and therefore an updated collection of Canadian Program Outline 012- Nunavut Teacher Education Program readings, as well as Nunavut related articles, is included in the course. Increased exposure to a variety of articles and essays, and increased experience with reading will help students become writers that are more proficient. From a basic grammar review to paragraph writing, and finally instruction on building an essay, this course provides students with the guidance and tools they need to be clear and effective communicators in their academic careers and beyond. Inuit Qaujimajatuqangit: The Education Framework for Nunavut Curriculum (2008) explains the IQ principle of pilimmaksarniq as becoming empowered through knowledge acquisition. This will build personal capacity in Inuit ways of knowing and doing that will lead to a successful and productive life. To gather, understand and then use information for different purposes in order to improve society is key to the pilimmaksarniq principle (p. 45). (Instructor: Margaret Piercey)

012-670/KHS 139: Movement Education This course is an introductory examination of the theory relating to the content, methodology and professional aspects of Movement Education specifically as it relates to the growth and development of primary and elementary students. Major focus of this course will be placed on exploring and understanding issues related to movement: body awareness, space awareness, effort qualities and relationships. An essential initiative of this course centers on re-shaping students’ thinking regarding their current perspective of Physical Education. The Movement Education approach differs significantly from traditional conceptualizations of Physical Education and what is encompassed within the PE curriculum. Through provision of a conceptual overview of the key assumptions and constructs contained in Movement Education theory, the breath of expectations assumed under this ME model is examined. Students will gain an appreciation of the philosophical basis and fundamental aspects of movement education through both theoretical reflection and participation in practical applications. (Instructor: Paul Matthews)

012-688/EDTC 310: Computers in Education This course is designed to introduce undergraduate students to the appropriate and innovative use of technology in K- 12 classrooms. Students will learn new and emerging technology tools, explore and critique emerging forms of media, and engage in alternate pedagogies appropriate for learning in the digital age. Social learning, especially forms mediated through technology, is a course focus. Through the use of distributed connections between peers and other trusted educators, students will come to better understand the power of collective constructionism for problem-solving, resource-sharing, critical thinking, and personal learning. The skills and connections gained from this course will allow students to better understand technology integration in education, and become better equipped to critically interpret contemporary issues in schools that are in part a result of emerging technologies and societal trends. (Instructor: Kenny Nemhara)

012-689/ART 223: Introduction to Digital Photography 012-689 / ARTS 223 Introduction to Photography aims to broaden the knowledge, anddevelop the skills of preservice teachers in the art of photography. In this framework, ARTS 223 encompasses both theoretical as well as practical aspects of photography. In the duration of the course, preservice teachers will learn such technical skills as framing, lighting, proper angle selection, composition, and focal point of creating superior images. By the end of this course, preservice teachers will also gain the knowledge to work with their cameras in full-manual mode as well as ability to make required adjustments to images through photographic software. In addition to photographic knowledge and skill- set development, preservice teachers will learn how to design and carryout lessons on photography to elementary students. In order to achieve this aim, visits to the local elementary school have been planned whereby preservice teachers will observe classes and lessons related to the arts. Fostering the growth of individual creativity is an essential element that will lead to success in the arts. For this reason, projects for this course have been assigned with flexibility in mind. With prior agreement from the instructor, preservice teachers may choose to make adjustments to the manner in which they would like to complete and/ or present their work. In order to maximize student involvement with learning, the length of lectures will be minimized to allow space for the flourishing of students’ intrinsic motivation and curiosity through self and group-directed projects. Thus, independent and group research have been incorporated within the daily lessons. This will develop individual inquiry which will lead to development and progress in the course. (Instructor: Ali Shaker)

012-702/EDCS 200: Inuit Cultural Studies 200 This course is designed to give students the opportunity to examine important aspects of traditional Inuit family values, customs and beliefs. Inuit customs, values and beliefs are what ensure social harmony and they are what help people avoid and/or survive hardship and conflict. As modern life has changed much of the nomadic camp life of Inuit, these customs and values are no longer passed to successive generations as they once were. When examining many contemporary social problems in the North, the erosion of Inuit family values, beliefs and customs are often cited as one of the reason for many of the current social ills. ICS 200 will introduce students to research, archival interviews and northern publications that will begin an exploration into traditional Inuit values, customs and beliefs. Although there is much similarity across regions of Nunavut, each course will also seek first-hand information and knowledge from community elders. Students will quickly see the variations and similarities that exist across the North. Program Outline 012- Nunavut Teacher Education Program

As the family was at the center of traditional Inuit camp life and social stability, students will start by exploring the complex structures and values that ensured healthy relationships and social order. As well, traditional beliefs and customs surrounding naming, counseling, grieving, and spiritual and religious practices will be examined. Note: Research is conducted using academic sources, archival information, as well as, oral history and elder instruction. This course will not privilege written sources over the oral and experiential transmission of knowledge (as this was used successfully in traditional Inuit instruction for thousands of years). All sources will be seen as equal and students will explore how traditional Inuit knowledge should be legitimated and referenced. (Originally Written by: Inhabit Media & Modified by Instructor: Lucy Duval-Evic)

012-705/NAC Transfer Credit Course: Inuktitut 200 The students will explore methods of reading and writing for Inuktitut classrooms. They will share ways of sight word reading, applied syllabics, reading observation, material development, along with guided instruction. Students will study the significant developments in the field of Inuktitut/ reading and writing. (Last Modified by Instructor: Lucy Duval-Evic)

012-710/MATH 101: Introductory Finite Mathematics This is an introductory class intended to familiarize the students with the basic concepts of arithmetic, number theory, set theory, symbolic logic, and finite mathematics. Topics include logic, sets, numeration systems, and arithmetic in non- decimal systems, and system of integers, elementary number theory, and modular arithmetic. There will be a strong emphasis on critical thinking, problem solving, understanding concepts, and their applications. Students who have already received credit for any university mathematics course cannot take MATH 101 for credit. Math 101 is not algebra, nor pre-calculus, nor calculus. It is requirement for students in the elementary education program. (Instructor: Kenny Nemhara)

012-715/SOC 213: Sociology of the Family Sociology of Families (SOC 213) is an introductory course in the social construction of family in Canadian and cross- cultural studies. This course seeks to provide insights into how the family is socially constructed in relation to other social institutions, how family processes and issues develop within a social context, and how cultural assumptions about the family influence social policies and trends. Within this context, Inuit family construction will also be analyzed from the traditional, gender specific perspective to the modern Inuit family today. Inuit Qaujimajatuqangit: Inuuqatigiit: The Curriculum from the Inuit Perspective, explains how people relate to one another. It includes the importance to Inuit of their relationship to people-within themselves, their families, and with others. Although there are cultural differences between Inuit groups, Inuuqatigiit does not show this distinction. This is to promote an important value: that Inuit as a whole regard themselves as a unit, regardless of where they are from. (Instructor: Margaret Piercey)

012-720/NAC Transfer Credit Course: Ecological Studies This course is designed as a science course for non-majors. The content, skills, processes, and attitudes covered throughout the course are designed to help students increase their skills, and knowledge about ecological studies. The experience gained through the course will build the knowledge base students require to teach elementary science, particularly life sciences. Topics covered in the course are: global processes, biomes, energy in ecosystems, populations, communities, species interactions, and evolution; with support materials to focus on polar ecology. Students will be expected to build their bilingual skills with ecological terminology in English and Inuktut. Remember – do not procrastinate- organize. All students are expected to join the course site on NAC’s Desire2Learn site. (Instructor: Kaviq Kaluraq)

012-731/ECE 205: Orientation to Early Childhood Education This course provides an orientation to the historical, social, and cultural foundations of early childhood education and to programs appropriate for children in the early years of schooling. The course is structured around a set of "big ideas", which encompass the main elements of a theoretical framework adequate to the evaluation of early childhood philosophies, programs, and practices. Students will be expected to come to a greater understanding of these central ideas and their classroom implications through reading, discussion, reflection and critical questioning. They will be aided in their process by structured activities and experiences designed to render the "big ideas" more accessible and concrete. (Instructor: Ron Pittman)

012-742/ENGL 325: The Teaching of Writing The course involves the study of classroom applications of recent theory, research and practice in the teaching of writing for pre-service, elementary teachers schools. Student participation in writing, through a writer’s workshop, is central to the course. The course and the text (Tompkins, 2012), is divided into two major parts. The first deals with the process of writing, while the second, the different genres of writing that children are to be exposed to, and through which they are to learn and develop their proficiency. (Instructor: Leigh Clark) Program Outline 012- Nunavut Teacher Education Program

012-743/ELNG 205: Language and Literacy Development Language and Literacy Development (ELNG 205) is designed to provide students the knowledge and skill to carry out one of the most challenging and rewarding tasks – teaching young children the literacy skills they will need to lead happy, productive and rewarding lives! This course will help students develop an understanding of meaning-based and skills-based approaches for teaching language and literacy. Students will examine curricula competencies, instructional strategies and assessment tools to be able to apply them to the primary and elementary classrooms of Nunavut. Students will differentiate between phonological awareness, phonemic awareness, and phonics and learn how these constructs influence children’s ability to read. The main goal of reading comprehension is to help children derive meaning from increasingly complex texts. Students will also learn how to teach the qualities of good writing and the mechanical skills of writing. Inuit Qaujimajatuqangit: In developing The Education Framework for Nunavut Curriculum (2008), a competency-based approach was chosen to foster students’ lifelong learning. Four main curriculum content Strands were developed, one of which is Uqausiliriniq. These curriculum competencies discuss language as both a developmental process and a production process. The successful integration of processes involving language for understanding (reading) and language for production (speaking) is essential to help students in their overall development, personally, cognitively and socially. (Instructor: Margaret Piercey)

012-744/ELIB 216: Children’s Literature in the Elementary School The prime goal of this course is for students to read and enjoy the many kinds of literature available to children, thus experience the variety of available children’s literature. We need, as teachers, to enjoy the literature that we expose our students to, so that they can be infected with our enthusiasm for the many nursery rhymes, stories, myths, poems, legends, novels, etc., that we can use in the classroom. This course will not only help you further your enjoyment of children's literature, but also enhance your understanding of it. Students will be expected to respond both personally and critically to the children’s literature they read during the course, to develop skills in using children’s literature in classes, and to be able to recognize characteristics of high quality children’s literature. Thus the course is a survey of some of the literature available to children. Students will be expected to read and respond to a substantial number of children’s books that reflect the various genres of children’s literature. During the course we will examine the developmental characteristics of children as they affect their literature choices and the connection between children’s literature and the teaching of reading. There is a lot of reading to do! Be prepared to spend a good deal of time reading the text and the children’s books that you chose. (Instructor: Leigh Clark)

012-750/EPSY 205: Understanding & Enhancing Student Development Educational Psychology (EPSY) 205 is an introductory course in the study of how students learn; examining student development from the cognitive, social and behavioural perspectives. This course seeks to provide a balanced view of educational psychology that blends theory and practice about student learning and development and the implications for instructional methods and teacher behaviour. In Section 1, students will examine the genetic and biological bases of human development, and the growth of perceptual and motor skills. In Section 2, students will examine intellectual development – how students learn, think, reason, and solve problems. Finally, in Section 3, students will explore social and emotional development – how students acquire the customs of their society and learn to play the social roles expected of them. Inuit Qaujimajatuqangit Pivallianginnarniq is the practice of providing a program to meet the developmental level and interests of each student. The traditional Inuit perspective of a continuum of learning, expressed in stages of learning, recognized that individuals develop and learn at different rates both physically and intellectually. Inuit realize that each individual possesses different inherent natural abilities, which manifest themselves in particular tasks or skills. In determining how to improve inclusion, the Department of Education is taking these perspectives of individual development into account. (Instructor: Margaret Piercey)

012-810/EMTH 215: Introduction to Teaching Elementary School Mathematics EMTH 215 is a required class for all NTEP students who anticipate a career as an elementary school teacher. This course will examine the structure of mathematics and methodology related to K-6 curriculum topics, including problem solving, rational numbers and statistics (data management). This course will provide students the opportunity to learn, to discover, to think reflectively, and to be introduced to inquiry-based rich math tasks. (Instructor: Sandy Tufts)

012-820/ESCI 215: Introduction to Teaching Elementary Science Science in everyday life and in the classroom can be exciting and challenging. This course will provide an introduction to science and science education at the elementary level in Nunavut. Students will become familiar with approved Program Outline 012- Nunavut Teacher Education Program science curricula and resources in Nunavut, build scientific literacy to be able to teach elementary science, and develop their skills in science preparation, experimentation, instruction, and evaluation. (Instructor: Sandy Tufts)

012-830/EPS 215: Educational Professional Studies- Principles and Practices of Elementary Teaching I EPS 215 will help prepare novice teachers for their internship. It is designed to provide models, strategies and methods for effective teaching. EPS classes are intended to provide a supportive environment where pre-service teachers discuss, experience, plan, and implement a variety of learning experiences appropriate for the classroom. Through a constructivist approach to learning, prospective teachers will gain greater assurance, through the interactive process, as they get ready for their vocation. EPS 215 prepares future teachers to create environments that value student dignity, build community in the classroom and beyond, and work on becoming a reflective practitioner. (Instructor: Linda Grabas)

012-831/EPS 225: Educational Professional Studies- Principles and Practices of Elementary Teaching II Pre-interns will plan for more complex learning experiences through long-range and integrated unit/theme plans. They will expand their use of instructional approaches and attempt several assessment and evaluation methods. They will investigate a variety of curriculum-based resources, and will adapt curriculum, instruction and assessment to meet the learning needs and styles of children in their classrooms. Pre-interns will also have the opportunity to investigate educational issues that are of interest and relevance to them in their teaching practice. (Instructor: Linda Grabas)

012-841/ERDG 215: Teaching Reading in Elementary School The teaching of Reading (ERDG 215) is designed to provide the student the knowledge and skill to carry out one of the most challenging and rewarding tasks- teaching young children the literacy skills they will need to lead happy, productive and rewarding lives. This course will help students develop an understanding of reading processes and examine curricula, methods, materials, and assessment in reading as they apply to elementary classrooms and specifically to the schools and students of Nunavut. Emphasis is placed on how to motivate children to read, especially independently, and giving teachers-to-be, the tools and confidence they need to make strong instructional decisions. Five major components of reading will be stressed: phonemic awareness, phonics and word recognition, fluency, vocabulary development and reading comprehension. Inuit Qaujimajatuqangit: In developing The Education Framework for Nunavut Curriculum (2008), a competency-based approach was chosen to foster students’ lifelong learning. Four main curriculum content strands were developed, one of which is Uqausiliriniq (relationships in communication and language development). These curriculum competencies discuss language as both a developmental process and production process. The successful integration of processes involving language for understanding (reading) and language for production (speaking) is essential to help students in their overall development, personally, cognitively, and socially. (Instructor: Linda Grabas)

012-850/EPSY 225: Assessing Student Learning Assessing Student Learning (EPSY 225) is an introductory course in the various types of classroom assessment uses today. The course begins with a positioning of the purposes of classroom assessment: assessment for/as/of learning. It will examine the various ways in which assessment can be categorized such as diagnostic, formative, or summative; product or performance, paper-and-pencil, observation, or oral questioning. Students will also learn about preparing and administering selected and constructed response tests, creating rubrics, rating scales and checklists. Validity and reliability in assessment tools will be discussed as well as performance and portfolio assessments and communicating student performance. Inuit Qaujimajatuqangit: Ilitaunnikuliriniq reflects Inuit values and is supported by research and theory. The assessment principles forNunavut schools include: 1. supporting continuous learning for all students; 2. showing respect for all learners; 3. recognizing each student’s unique talents and skills; 4. emphasizing the interdependence, growth, and success of the group; 5. ensuring assessment is outcome-based; 6. having different purposes for assessment; 7. ensuring assessment is authentic, meaningful, and builds on student strengths (Instructor: Margaret Piercey)

012-870/EHE 215: Teaching Health in the Elementary Grades This course provides an overview of the information and skills students will need as teachers to implement a comprehensive school health education program in the elementary years. Students will explore health issues across the lifespan and the means to develop safe and healthful environments. Students will also study the role of wellness and lifestyle choices in the life of the developing child. An important focus of this course is on the development of a comprehensive school health program and the instructional strategies and technologies required. This will be explored Program Outline 012- Nunavut Teacher Education Program through hands-on exploration of curriculum documents, in particular and the Foundation Documents for Schooling in Nunavut and the NWT School Health Program: K-6. (Instructor: Brenda Manning)

012-871/EPE 215: Physical Education in Elementary School Aulajaaqtut is the curriculum strand that focuses on wellness, safety and one’s place in society. Physical Education in the Elementary School (EPE 215) provides students with an overview of teaching methods, curriculum content and materials, and their application in elementary physical education. There is a strong focus on the value of being active over a lifetime. The skill theme approach to teaching Physical Education emphasizes the importance of children becoming competent and confident movers. (Donna Nicholls)

012-872/ESST 215: The Teaching of Social Studies Objectives, methods of teaching, curricular models, and materials in elementary school social studies, Philosophies of social studies are explored." Further, an integrative, community based approach to social studies issues in local contexts will be taken. The course models ways of connecting all students with Nunavut community resources and knowledge of contemporary issues. Social Studies is defined as, "a study of people in relation to each other and to their world. It is an interdisciplinary subject that draws upon the history, geography, economics, law, political science and other disciplines. Social Studies focuses on peoples' relationships with their social, physical, spiritual, cultural, economic, political and technological environments." (Common Cultural Framework for Social Studies, February 2000, p. 6). "The role of social studies is to help students develop the values and attitudes, knowledge and understanding, and skills and processes necessary to become active and responsible citizens engaged in the practice of democratic ideals, and aware of their capacity to effect change." The Common Curriculum Framework for Social Studies K-9, Western Canadian Protocol of Collaboration in Basic Education (2002) (Instructor: Stephen Snowball)

012-873/EAES 215: Introduction to Arts Education This is an introductory course in Arts Education for students preparing to teach in Primary and Elementary settings. We will explore the nature of aesthetic experience and its importance in both our own lives and the lives of the children we teach. We will explore as many media as possible and learn to plan meaningful learning experiences in the Arts. We will look critically at our own strengths and weaknesses to determine how we might best achieve the objectives of the arts curriculum in the classroom. (Instructor Deirdre Bradbury)

012-902/EDSC 300: Inuit Cultural Studies 300 This course is designed to provide students with the opportunity to develop a better understanding of the variety of traditional stories that exist in Nunavut and to understand their importance to Inuit culture. During the course, students will explore regional variation, common themes, cosmological implications, and explore interpretations of many common traditional stories in Inuit culture. Throughout the course, Inuit elders and cultural informants will be invited to speak to the students and retell traditional stories from their region. Students will take an active role in recording these interviews and sessions, contributing to existing archive of traditional knowledge in Nunavut.

012-905/ NAC Transfer Credit course: Inuktitut 300 This course is designed to give students the opportunity to study and explore the Circumpolar Inuit dialects. The students will clarify the history of the Inuit Language to identify it as one language. Inuit from the Bering Strait to East Greenland share one common language, root words for survival, land, sea, ice and animals have the same words. The Inuktitut language in structure and grammar are similar for Inuit. Within the Inuktitut language groups there exists precision grammar speech. Some parts of the Inuit world are losing the precise speech forms due to integration of other languages. This class will look at traditional similar words to different dialects from European contact times. The Circumpolar dialects will be researched through (a) Detailed study of a representative sample of written work. (b) Research by interviewing elders from various regions of the Circumpolar Inuit world. Further discussions will be conducted during class by reading “From Magic Words to Word Processing. A History of the Inuit Language.”

012-950/EPSY 322: Students with Special Needs This course focuses on working with students with exceptional needs and what it means to learn differently. The course also includes an overview of characteristics associated with a range of exceptionalities and the implications for practice within inclusive classrooms and schools. More specifically, we will examine the Tumit model of student support found in Nunavut schools. Inuit Qaujimajatuqangit Inuglugijaittuq reflects Inuit values and is informed by current evidence-based research. The seven key principles that guide inclusive education in Nunavut schools are (p. 27, 2008): Program Outline 012- Nunavut Teacher Education Program

1. Working together for the healthy/resilient development for every child 2. Ensuring a safe environment 3. Promoting skills and knowledge acquisition that enhances the strengths of each child and addresses their needs 4. Involving all partners in consensus decision making about students 5. Being resourceful to provide supports 6. Showing leadership through service and volunteering 7. Maintaining confidentiality (Instructor: Margaret Piercey)

012-930/EFLD 930: Elementary Field Internship The internship is the final practicum for NTEP students in their studies toward a Bachelor of Education Degree. The internship is 14-16 weeks (usually September to December depending on school start & end dates) with the recommendation that, wherever possible, the intern begin on the first day that school begins (including teacher work days before school begins) and ending with final day of school (if possible). During the practicum, each intern is paired with a certified cooperating teacher, and these two, along with a faculty advisor (NTEP EPS Instructor) form an educational team. Internship provides an opportunity for interns to enter into a unique relationship with a faculty advisor and a cooperating teacher. The intern is supported in the development of plans for students, teaching practice, classroom management, evaluation, experiencing realities of teaching.

012-931/EADM 310: Educational Administration This course is a study of educational administration in Canada with specific reference to the educational system of Nunavut. It is not a course about how to become a school administrator. It is not a course that will develop subject knowledge or the learning of classroom teaching skills. It is a course that will help us understand the ways in which Canadian schools, as organizations, have come to operate, and to help us challenge our thinking about them. It is important to study how schools are organized because the organization has a powerful influence upon teachers’ work and students’ learning experiences. The text proposes that we think about schools and education critically. Knowing and understanding what factors have made schools what they are better equips us to see how schools can change and become better places for students, staff and the communities they serve. Schools are places of struggle. The struggle comes from the disagreements between what school can and should do and how these things should be done. The disagreements occur among the teachers, parents, administrators, governments, students and society in general, all of whom have interest in the education of the young. (Instructor: Don Peters)

012-970/EPS 498: Action Research This course is designed to introduce NTEP students to an Action Research model for improving their practice as teachers in the Nunavut school system. This course assumes students have prior experience as educators in the formal school system as well as some knowledge of how to conduct academic research. Students will have opportunities to review current research on the rational, planning, conduct and assessment of Action Research in schools, will engage in observing and recording actual educational practice in context, and develop a research paper outlining a hypothetical action research plan based on an iterative 5 step cycle of problem identification, data gathering, data interpretation, evidentiary action, interpretation of results and planning for next steps. Because much of the action research conduct these students engage in is hypothetical in practice, students will refer to school based observations, interviews, review of action research case studies and reflection on personal experience to simulate an actual action research initiative. (Instructor: Marc Goudreau)