Abstract
The L.E.A.D. program originally started as a secondary model for service learning to assist local secondary schools with Student Success Initiatives. As the L.E.A.D. Program matured, it expanded to the elementary level. This chapter briefly touches upon the origins of L.E.A.D. as it relates to the structure of the program (theoretical and practical). The theoretical (course-based) component of the program will be outlined in terms of the types of lectures, workshops, activities, and presentations in which L.E.A.D. teacher candidates participate. The practical (field placement) component of the program will be explained in terms of placement requirements and potential L.E.A.D. involvement. Similarities and differences between the elementary and secondary models will also be explained.
TopBackground
At its inception, the L.E.A.D. program was based on the principles of the Ontario Ministry of Education’s Student Success Strategy (Ontario Ministry of Education, 2019b), which was aimed at helping students in grades 7 to 12 explore education in ways that it related to their strengths, goals, and interests. In 2003, approximately one-third of students were not completing their high school education in Ontario (Ontario Ministry of Education, 2003). The Ministry's goal was to reach a graduation rate of 85 percent by 2010, meaning that 25,000 more students would graduate per year (Ontario Ministry of Education, 2003). As of August 2018, high school graduation rates (graduating within five years of starting grade 9) have increased from 68 to 87.1 percent, and overall more Grade 9 and 10 students were completing their courses on time and were on track to graduate (Ontario Ministry of Education, 2019a).
The L.E.A.D program aligns with the Guidance and Career Education Curriculum (Ontario Ministry of Education, 2006ab), Creating Pathways to Success (Ontario Ministry of Education, 2013a), as well as the Student Success Strategy (Ontario Ministry of Education, 2019b), which believes that “all students can be successful, success comes in many forms, and there are many pathways to success” (Ontario Ministry of Education, 2013a, p. 9). These documents and initiatives play a central role in the Kindergarten to Grade 12 education and career/life planning programs, providing opportunities and support for all students to plan their pathways through school and for each to make a successful transition to secondary institutions and, eventually, to postsecondary destinations. L.E.A.D. provides teacher candidates with learning opportunities that prepare them to assist students in achieving personal goals, enabling them to plan and prepare for their futures and to develop meaningful and productive roles in work, personal life, and the community.
Key Terms in this Chapter
Student Success Teacher: A certified Ontario teacher who works with his or her school’s Student Success Team to develop and implement intervention programs that assist students in developing the skills necessary to achieve success in school (i.e. literacy, numeracy, pathways to success, community involvement, learning skills and character education).
Straight Grades: A straight grade is when a teacher is teaching for one specific grade level. For example, a student is placed in a grade 5 classroom.
Primary/Junior Division: Bachelor of Education program specialization that qualifies a teacher candidate to teach from Kindergarten to Grade 6.
Junior/Intermediate Division: Bachelor of Education program specialization that qualifies a teacher candidate to teach from Grade 7- Grade 12.
Concurrent Program: The concurrent program is designed for students who wish to pursue a Bachelor of Arts or Science degree while studying education and doing field experience in schools over the course of 5 years. At the University of Windsor the following Bachelor Programs are included as options for those interested in pursuing a concurrent degree: psychology, modern languages with second language education, music, communication, media, and film, drama, English language and literature, political science, french studies, history, visual art, general science, and mathematics.
Teachable Subject: The subjects that Junior/Intermediate (minimum of one teachable subject) and Intermediate/Senior (minimum of two teachable subjects) teacher candidates specialize in teaching which can include: English, Mathematics, History, Geography, Social Science, General Science, Biology, Chemistry, Physics, Religion, Visual Art, Music (Instrumental and/or Vocal), Dramatic Art, Health and Physical Education, Business, and Computer Science. During the Bachelor of Education program, teacher candidates fulfill the minimum teachable requirements. After graduation and certification, they are able to take additional qualification courses to qualify themselves in other subject areas.
Modified I.E.P.: A modified IEP is when adjustments are made to the grade-appropriate curriculum expectations to fit the student's specific educational goals and needs better. Modifications are documented in the student's IEP.
Student Success Team: A team made up of Student Success Teachers, Principals, Vice Principals, Guidance Counsellors, and Learning Support Teachers who work together to ensure effective development and implementation of school programs and initiatives that support students in achieving success.
Split Grades: A split grade is a crossover between two grade levels. For example, a student may be placed in a grade 5/ 6 split class.
Field Placement: Students are required to complete 96 days in a school setting while they are mentored under an associate teacher to complete the Bachelor of Education program at the University of Windsor.
Intermediate/Senior Division: Bachelor of Education program specialization that qualifies a teacher candidate to teach from Grade 4- Grade 10.
Associate Teacher: A certified, practising teacher who volunteers to host and mentor a teacher candidate during his or her field placement.
Individual Education Plan (I.E.P.): An IEP is created for each student who has been identified as exceptional by an Identification, Placement, and Review Committee (IPRC) meeting. The IEP describes goals for the school year, as well as supports that would need to be put into place for students to achieve the goals.
Consecutive Program: The consecutive two-year program prepares Teacher Candidates in one of three possible divisions of teaching specializations in Ontario. Upon successful completion of the requirements of the Bachelor of Education, a recommendation will be made by the Dean of the Faculty of Education to the Ontario College of Teachers (OCT), indicating eligibility for the Ontario Certificate of Qualification.