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Integrated Studies in Education

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Integrated Studies in Education

Location

Location

  • Department of Integrated Studies in Education
  • Education Building, Room 244
  • 3700 McTavish Street
  • Montreal, QC H3A 1Y2
  • Canada
  • Graduate Programs (Graduate Certificate, M.A., MATL, and Ph.D.):
  • Education Building, Room 244
  • Telephone: 514-398-1591 (Ph.D. / M.A.) / 514-398-7149 (MATL)
  • Fax: 514-398-4529

The administrative office is open Monday to Friday from 9:30 a.m. to 4:00 p.m.

About Integrated Studies in Education

About Integrated Studies in Education

The Department offers graduate students the opportunity to enhance their knowledge related to specific areas of inquiry in the field of education through our M.A. degrees (thesis or non-thesis options), including our MATL leading to teacher certification, Ph.D. in Educational Studies, and graduate certificates.

The Department offers the following programs:

Three graduate certificates (15 credits):

  • Graduate Certificate in Educational Leadership 1
  • Graduate Certificate in Educational Leadership 2
  • Graduate Certificate in Teaching English as a Second Language

Three M.A. Thesis and Non-Thesis degree programs (45 credits) in the following areas:

  • Education and Society
  • Educational Leadership
  • Second Language Education

The Department offers an M.A. in Teaching and Learning (MATL) (60 credits) in the following areas:

  • Social Sciences
  • English Language Arts
  • Science and Technology
  • Mathematics
  • English or French Second Language
    Note: The French Second Language program is not being offered in 2013-2014.

The Department also offers a Ph.D. in Educational Studies. The four research areas currently available are:

  • Curriculum and Literacy Studies
  • Cultural and International Studies in Education
  • Studies in Educational Leadership
  • Studies in Second Language Education

Master of Arts in Education and Society

The M.A. in Education and Society consists of a 45-credit thesis or non-thesis program. The two streams—Culture and Values in Education and Teaching, Learning, and Curriculum—reflect distinct but overlapping areas of educational inquiry. Study in Culture and Values in Education may focus on critical theory, philosophy, art and aesthetics, race/class/gender issues in education, or international and comparative education. The Teaching, Learning, and Curriculum stream emphasizes current perspectives on pedagogy and curriculum, teacher education, in-and-out-of-school learning, practitioner research, and classroom practice. Through both of these streams, the program brings to bear diverse applied theoretical perspectives, including philosophy, sociology, cultural studies, policy studies, gender studies, critical pedagogy, and multi-literacies. Graduates of the program go onto doctoral programs or work in education and non-profit settings. Many in-service teachers take this program for professional development.

Master of Arts (M.A.); Education and Society (Thesis) (45 credits)
The M.A. thesis option is a research-oriented degree in which approximately half of the program consists of thesis research (24 credits). The balance of the program is coursework.
Master of Arts (M.A.); Education and Society (Thesis) — Gender and Women's Studies (45 credits)
The graduate option in Gender and Women’s Studies is an interdisciplinary program for students who meet the degree requirements in a participating unit who wish to earn 6 credits of approved coursework focusing on gender and women’s studies, and issues in feminist research and methods. In the graduate option in Gender and Women’s Studies, the M.A. thesis must be on a topic centrally relating to issues of gender and/or women’s studies.
Master of Arts (M.A.); Education and Society (Non-Thesis) (45 credits)
The M.A. non-thesis option consists mostly of coursework, but includes a project worth 6 credits. This option is less research-oriented than the thesis option and suitable for practitioners interested in professional development with a theoretical orientation.
Master of Arts (M.A.); Education and Society (Non-Thesis) — Gender and Women's Studies (45 credits)
The graduate option in Gender and Women’s Studies is an interdisciplinary program for students who meet the degree requirements in a participating unit who wish to earn 6 credits of approved coursework focusing on gender and women’s studies, and issues in feminist research and methods. In the graduate option in Gender and Women’s Studies, the M.A. thesis must be on a topic centrally relating to issues of gender and/or women’s studies.
Master of Arts (M.A.); Education and Society (Non-Thesis) — Jewish Education (45 credits)
This program is designed to offer a graduate-level point of entry into the teaching profession for students who typically will have completed a B.A. with a minor or major in Jewish Studies. The M.A. will not provide (Quebec Government) Ministère de l'Éducation, du Loisir et du Sport (MELS) teacher certification (in Quebec, certification is at the B.Ed. level), but at the present time, Jewish schools may hire non-certified teachers of Jewish Studies at their discretion.

Students interested in doing a research-focused M.A. in the area of Jewish education should follow one of the other graduate degree offerings within the area of Education and Society.

Master of Arts in Educational Leadership

The M.A. in Educational Leadership consists of a 45-credit thesis or non-thesis program. This program is designed to prepare leaders in the field of education, and in other centres of formal or informal learning, who are committed to personal and institutional improvement. The program fosters the ongoing development of reflective practitioners who have a sense of educational action, the capacity to anticipate needs, the ability to exercise professional judgment within the realities of policy frameworks, and the ability to both lead and support institutional and organizational change at all levels. A central theme of the program is the impact of policy on educational practice at local, national, and international levels.

Local and international students are practising and aspiring school principals and leaders from other organizations. Graduates fulfil Quebec Ministry requirements for school leadership and find positions as school leaders, as well as opportunities in other managerial settings.

Master of Arts (M.A.); Educational Leadership (Thesis) (45 credits)
The M.A. thesis option is a research-oriented degree in which approximately half of the program consists of thesis research (24 credits). The balance of the program is coursework.
Master of Arts (M.A.); Education and Society (Non-Thesis) — Gender and Women's Studies (45 credits)
The graduate option in Gender and Women’s Studies is an interdisciplinary program for students who meet the degree requirements in a participating unit who wish to earn 6 credits of approved coursework focusing on gender and women’s studies, and issues in feminist research and methods. In the graduate option in Gender and Women’s Studies, the M.A. thesis must be on a topic centrally relating to issues of gender and/or women’s studies.
Master of Arts (M.A.); Educational Leadership (Non-Thesis) — Coursework (45 credits)
The M.A. non-thesis option, consisting entirely of coursework, is less research-oriented and suitable for practitioners interested in professional development with a theoretical orientation.
Master of Arts (M.A.); Educational Leadership (Non-Thesis) — Project (45 credits)
The M.A. non-thesis option – Project consists of both coursework and a project, which is worth 12 credits of the total program. It is less research-oriented than the thesis option and suitable for practitioners interested in professional development with a theoretical orientation.
Master of Arts (M.A.); Educational Leadership (Non-Thesis) — Project — Gender and Women's Studies (45 credits)
The graduate option in Gender and Women’s Studies is an interdisciplinary program for students who meet the degree requirements in a participating unit who wish to earn 6 credits of approved coursework focusing on gender and women’s studies, and issues in feminist research and methods. In the graduate option in Gender and Women’s Studies, the project must be on a topic centrally relating to issues of gender and/or women’s studies.

Master of Arts in Second Language Education

The M.A. in Second Language Education consists of a 45-credit thesis or non-thesis program. It provides an overview of the state of the art in second-language acquisition, assessment and evaluation, and research methods, including quantitative and qualitative approaches. The program covers a wide range of current topics in applied linguistics and offers opportunities to specialize in educational sociolinguistics, curricular/methods and program planning areas (for example, content-based second-language teaching or “immersion”), language testing, language policy and planning, and critical applied linguistics. Graduates may go on to doctoral work in applied linguistics. They may also seek employment at ministry, school board, or other sites of active research on second languages. Many graduates also continue active careers in school contexts as second-language teaching practitioners, program administrators, or evaluators.

From a range of pedagogical, linguistic, cognitive, political, and sociocultural perspectives, this program combines theoretical and applied studies of how second and foreign languages are learned and used.

Master of Arts (M.A.); Second Language Education (Thesis) (45 credits)
The M.A. thesis option is a research-oriented degree in which approximately half of the program consists of thesis research (24 credits). The balance of the program is coursework.
Master of Arts (M.A.); Second Language Education (Thesis) — Gender and Women's Studies (45 credits)
The graduate option in Gender and Women’s Studies is an interdisciplinary program for students who meet the degree requirements in a participating unit who wish to earn 6 credits of approved coursework focusing on gender and women’s studies, and issues in feminist research and methods. In the graduate option in Gender and Women’s Studies, the M.A. thesis must be on a topic centrally relating to issues of gender and/or women’s studies.
Master of Arts (M.A.); Second Language Education (Non-Thesis) (45 credits)
The M.A. non-thesis option, consisting entirely of coursework, is less research-oriented and suitable for practitioners interested in professional development with a theoretical orientation.

Master of Arts in Teaching and Learning (MATL)

The M.A. in Teaching and Learning is a professional program leading to Quebec teacher certification for those already holding an undergraduate degree in a MELS-identified teachable subject area (Mathematics, Science & Technology, Social Sciences, English, TESL, TFSL). This 60-credit degree program is comprised of 45 credits of coursework, coupled with 15 credits of internship. Throughout the MATL, emphasis will be on the attainment of the QEP professional competencies, and evidence of mastery of these will be demonstrated in order for students to successfully complete the program. Upon completion, students are recommended to the MELS for certification.

Master of Arts (M.A.) in Teaching and Learning — English or French Second Language (60 credits)
This 60-credit degree program is comprised of 45 credits of coursework, coupled with 15 credits of internship. Upon completion, students are recommended to the MELS for certification to teach English or French Second Language.
Note: The French Second Language program is not being offered in 2013-2014.
Master of Arts (M.A.) in Teaching and Learning — English Language Arts Option (60 credits)
This 60-credit degree program is comprised of 45 credits of coursework, coupled with 15 credits of internship. Upon completion, students are recommended to the MELS for certification to teach English Language Arts.
Master of Arts (M.A.) in Teaching and Learning — Mathematics Option (60 credits)
This 60-credit degree program is comprised of 45 credits of coursework, coupled with 15 credits of internship. Upon completion, students are recommended to the MELS for certification to teach Mathematics.
Master of Arts (M.A.) in Teaching and Learning — Social Sciences Option (60 credits)
This 60-credit degree program is comprised of 45 credits of coursework, coupled with 15 credits of internship. Upon completion, students are recommended to the MELS for certification to teach Social Sciences.
Master of Arts (M.A.) in Teaching and Learning — Science and Technology Option (60 credits)
This 60-credit degree program is comprised of 45 credits of coursework, coupled with 15 credits of internship. Upon completion, students are recommended to the MELS for certification to teach Science and Technology.

Doctor of Philosophy in Educational Studies

The Ph.D. in Educational Studies prepares graduates for careers in a variety of education-related fields. The Ph.D.’s core areas are curriculum and literacy, cultural and international studies in education, educational leadership, and second-language education. The program has been designed to ensure flexibility, and students experience both multidisciplinary and discipline-specific research opportunities. The program begins with a set of common courses and proceeds to specialization through advanced coursework and dissertation topics focused on areas of expertise that are supported by the research interests of current faculty members. Graduates find work as researchers, teachers, consultants, curriculum developers, and administrators in a wide range of settings, including universities, school boards, government agencies, and international NGOs.

Doctor of Philosophy (Ph.D.); Educational Studies
The Ph.D. in Educational Studies provides an integrative perspective on education by drawing on a range of related disciplines and research orientations. Students develop scholarly and innovative expertise in at least one of three contexts of inquiry and awareness of all three: a) the broad context of culture and society; b) the international, national, and local contexts of educational leadership and policy studies; and c) the more specific contexts of schools and other sites of teaching and learning. Students begin with a set of common core courses and proceed to specialization through advanced coursework and dissertation topics focused on areas of expertise that are supported by the research interests of current faculty members.
Doctor of Philosophy (Ph.D.); Educational Studies — Language Acquisition
Students must satisfy all program requirements for the Ph.D. in Educational Studies. The Ph.D. thesis must be on a topic relating to language acquisition, approved by the LAP committee.
Doctor of Philosophy (Ph.D.); Educational Studies — Gender and Women's Studies
The graduate option in Gender and Women’s Studies is an interdisciplinary program for students who meet the degree requirements in a participating unit who wish to earn 6 credits of approved coursework focusing on gender and women’s studies, and issues in feminist research and methods. In the graduate option in Gender and Women’s Studies, the Ph.D. thesis must be on a topic centrally relating to issues of gender and/or women’s studies.

Graduate Certificates

Graduate Certificate in Educational Leadership 1 (15 credits)
This 15-credit program addresses the needs of experienced and aspiring school leaders who are taking increased responsibility for the students and communities they serve. The management of schools is increasingly seen as making a major contribution to the learning and personal development of students. The professional development of school leaders, educational reform, and school partnership form the basis for the program. Course selection to be approved by Graduate Certificate Program Director.
Graduate Certificate in Educational Leadership 2 (15 credits)

This 15-credit program explores more deeply leadership theory and educational issues and applications in a practicum. Candidates for the Graduate Certificate in Educational Leadership 2 should normally have completed the first certificate. In combination, the two certificates allow school administrators to acquire the 30 graduate credits in the field of educational leadership required by the MELS. Course selection to be approved by Graduate Certificate Program Director.

No course taken in Certificate 1 can be repeated in Certificate 2.

Graduate Certificate; Teaching English as a Second Language (15 credits)
This 15-credit program is designed as professional development for in-service teachers and candidates with a background in education, language studies, linguistics, or a related field, or as preparation for application to our M.A. in Second Language Education. The five courses that comprise the certificate provide a solid background and offer in-depth study in the field of second-language education from a range of perspectives and with a focus on research and applications to teaching. Please note that this certificate does not lead to teacher certification. The Graduate Certificate in TESL is designed to be available to students worldwide. Courses are offered in a combination of online and face-to-face formats, and are sequenced in such a way that students can complete the certificate in one year. The maximum time for completion is three years. The first three courses are offered online, and can be undertaken anywhere an Internet connection is available. The final two courses are offered face-to-face in the Summer semester either on-site at McGill or at off-site locations with collaborative partners, if numbers warrant.

Integrated Studies in Education Admission Requirements and Application Procedures

Integrated Studies in Education Admission Requirements and Application Procedures

Admission Requirements

Admission Requirements

Graduate Certificates, M.A., and Ph.D. Programs

  1. Applicants to the Certificate and M.A. programs must hold a bachelor's degree from a recognized university. A minimum standing equivalent to a CGPA of 3.0/4.0, or 3.2/4.0 for the last two full-time academic years, is required. A concentration of courses related to the area chosen for graduate work is usually required. (See #5 below.)

    Applicants to the Ph.D. program must hold an M.A. in Education or a recognized equivalent degree from a recognized university. The applicant's record should indicate high academic standing (a minimum CGPA of 3.0/4.0) and evidence of research competence in the proposed area of doctoral research.

  2. Applicants to the Certificate and M.A. programs must submit:
    • A current curriculum vitae
    • A letter of intent specifying academic and professional experience and interests (specifically, research interests for the Thesis option or project interests for the Non-Thesis Project option)

    Applicants to the Ph.D. in Educational Studies program must submit:

    • A current curriculum vitae
    • A letter of intent identifying the applicant's proposed research topic, potential supervisor, and expected professional direction. Please note that it is the Ph.D. applicant's responsibility to secure a supervisor as part of the admission process.
    • A four- to five-page summary of the proposed research topic identifying the applicant's main research questions, the research trends that have led to the questions, ways in which the research could be conducted, and relevant references
  3. Applicants must submit two letters of recommendation, at least one of which must be from a university-level instructor; the other may be from an administrator in an educationally relevant context.
  4. Applicants to graduate studies whose mother tongue is not English, and who have not completed an undergraduate or graduate degree from a recognized foreign institution where English is the language of instruction or from a recognized Canadian institution (anglophone or francophone), must meet one of the following English proficiency criteria:
    • IELTS with a minimum overall band of 7.0; or
    • TOEFL:
      • iBT (Internet-based test) – total score of 92 with a minimum score of 22 each for the Writing and Speaking sections and a minimum of 20 each for the Reading and Listening sections
      • PBT (paper-based test) – 580

    The Department reserves the right to evaluate the applicant's language proficiency before initial registration.

  5. Further requirements applicable to specific options:

    Graduate Certificates in Educational Leadership 1 and 2 – Normally, applicants are required to have at least two years of relevant educational experience (in leadership roles or related professional experience).

    Graduate Certificate in Teaching English as a Second Language – Applicants are required to pass a written and oral English language proficiency test set by the Department.

    Master of Arts in Second Language Education – Normally, applicants are required to have a minimum of 36 credits including a combination of relevant courses in education and language studies.

    Normally, applicants are required to have at least two years of relevant professional experience in education.

    Master of Arts in Educational Leadership – Normally, applicants are required to have at least two years of relevant educational experience (teaching or related professional experience).

    Master of Arts in Teaching and Learning (MATL) (Non-Thesis) – Please see the Departmental website for additional admission requirements: www.mcgill.ca/dise/progs/matl. Applicants to the MATL TESL option are required to pass a written and oral English language proficiency test set by the Department.

Application Procedures

Application Procedures

McGill’s online application form for graduate program candidates is available at www.mcgill.ca/gradapplicants/apply.

See Application Procedures for detailed application procedures.

Additional Requirements

Additional Requirements

The items and clarifications below are additional requirements set by this department:
  • Curriculum Vitae
  • Personal Statement
  • Research Proposal (for Ph.D. applicants)
  • Ph.D. applicants must secure a Thesis Supervisor as part of the application process.

Application Deadlines

Application Deadlines

Integrated Studies in Education
Canadian International Special/Exchange/Visiting
Fall: Jan. 15 Fall: Jan. 15 Fall: Jan. 15
Winter: N/A Winter: N/A Winter: N/A
Summer: N/A Summer: N/A Summer: N/A
Integrated Studies in Education (MATL)
Canadian International Special/Exchange/Visiting
Fall: N/A Fall: N/A Fall: N/A
Winter: N/A Winter: N/A Winter: N/A
Summer: Dec. 15 Summer: Dec. 15 Summer: N/A

Integrated Studies in Education Faculty

Integrated Studies in Education Faculty

Chair
Dr. Ralf St. Clair
Director of M.A. and Ph.D. Programs
Dr. Lise Winer – M.A. & Ph.D.
Dr. Caroline Riches – MATL program
Director of Graduate Certificates
Dr. Lynn Butler-Kisber – Educational Leadership
Dr. Caroline Riches – Teaching English as a Second Language
Emeritus Professors
Patrick X. Dias; B.A., M.A.(Karachi), B.Ed., Ph.D.(Montr.)
Thomas A. Francoeur; B.A., Lic.Ped., D.Ed.(Montr.), M.A.(Ott.), Dip.Pst.(Brussels)
Margaret Gillett; B.A., Dip.Ed.(Syd.), M.A.(Russell Sage), Ed.D.(Col.) (William C. Macdonald Emeritus Professor of Education)
John B. Gradwell; B.A., M.A.(Calif.), Ph.D.(Iowa)
Wayne C. Hall; B.A., M.A.(Bishop's) (William C. Macdonald Emeritus Professor of Education)
Norman Henchey; B.A., B.Ped., Lic.Ped.(Montr.), Ph.D.(McG.)
Denise Lussier; B.A.(Coll. Jesus Marie de Sillery), M.Ed.(Boston), M.A., Ph.D.(Laval)
Jacques J. Rebuffot; B. ès L., L. ès L., D.E.S.(Aix-Marseilles), Dip. I.E.P., Dr. 3rd Cy.(Strasbourg)
Bernard Shapiro; B.A.(McG.), M.A.T., Ed.D.(Harv.)
David C. Smith; B.Ed.(McG.), Ph.D.(Lond.), F.C.C.T., F.R.S.A.
R. Lynn Studham; N.D.D.(Sunder), A.R.A.(Royal Acad., Copen.), M.A.(E. Carolina), C.S.G.A., S.C.A.
John Wolforth; B.Sc.(Sheff.), M.A., Ph.D.(Br. Col.)
Professors
Lynn Butler-Kisber; B.Ed., M.Ed.(McG.), Ed.D.(Harv.)
David Dillon; B.A.(St. Columban's), M.S.(SW Texas St.), Ph.D.(Texas-Austin)
Ratna Ghosh; C.M., B.A.(Calc.), M.A., Ph.D.(Calg.), F.R.S.C. (William C. Macdonald Professor of Education) (James McGill Professor)
Barry Levy; B.A., M.A., B.R.E.(Yeshiva), Ph.D.(NYU)
Roy Lyster; B.A.(Regina), M.A.(Paris VII), B.Ed., M.Ed., Ph.D.(Tor.)
Mary H. Maguire; B.A., B.Ed., M.A.(Montr.), M.Ed., Cert. Reading(McG.), Ph.D.(Ariz.)
Claudia A. Mitchell; B.A.(Bran.), M.A.(Mt. St. Vin.), Ph.D.(Alta.) (James McGill Professor)
Anthony Paré; B.Ed, M.A., Ph.D.(McG.)
Ralf St. Clair; Ph.D.(Br. Col.), M.A.(Heriot-Watt)
Lise Winer; B.A.(Pitt.), M.A.(Minn.), Cert.Ped.(C'dia), Ph.D.(West Indies)
Associate Professors
Helen Amoriggi; B.Sc., M.A.(Rhode Is.), Ed.D.(Boston)
Fiona Benson; B.A.(Ott.), M. Ed., Ph.D.(McG.)
Jon G. Bradley; B.A., M.A.(Sir G. Wms.)
Eric Caplan; B.A.(Tor.), M.A.(Hebrew), Ph.D.(McG.)
Steven Jordan; B.A.(Kent), M.Sc.(Lond.), Ph.D.(McG.)
Bronwen Low: B.A.(Qu.), M.A.(Br. Col.), Ph.D.(York)
Kevin McDonough; B.A., B.Ed., M.Ed.(Alta.), Ph.D.(IlI.)
Ronald Morris; B.Ed., M.A., Ph.D.(McG.)
Caroline Riches; B.A., M.Sc.(Alta), Ph.D.(McG.)
Mela Sarkar; B.A., Dip.Ed.(McG.), M.A., Ph.D.(C'dia)
Gale A. Seiler; B.Sc.(Fairleigh Dickinson), M.S.(Montana), Ph.D.(Penn.)
Shaheen Shariff; B.G.S., M.A.Educ., Ph.D.(S. Fraser)
Doreen Starke-Meyerring; B.Ed.(Potsdam), M.A.(N. Dakota), Ph.D.(Minn.)
Teresa Strong-Wilson; B.A.(Calg.), B.A.(McG.), M.A., Ph.D.(Vic., BC)
Carolyn E. Turner; B.A.(Ariz.), M.Ed., Ph.D.(McG.)
Boyd White; B.A.(Sir G. Wms.), B.F.A.(C'dia), M.F.A.(lnst. Allende, Guanajuato), Ph.D.(C'dia)
Elizabeth Wood; B.F.A.(York), B.F.A.(C'dia), Dip.Ed., M.A., Ph.D.(McG.)
Assistant Professors
Anila Asghar; M.S.(Punjab), M.A.(Col.), M.Ed., Ed.D.(Harv.)
Spencer Boudreau; B.A.(Don Bosco), B.A., M.A.(Sher.), Ph.D.(C'dia)
Abdul Aziz Choudry; Grad.Dip., Ph.D.(C'dia)
Kara Jackson; B.A.(Bates), M.A., Ph.D.(Penn.)
Marta Kobiela; B.Sc., M.Sc.(Texas A & M), Ph.D.(Vanderbilt)
Connie Morrison; B.Ed., B.A.(New Br.), M.A., Ph.D.(Nfld.)
Annie Savard; B.Ed., M.A., Ph.D.(Laval)
Sylvia Sklar; Dip.Ed.(McG.), B.A.(C'dia), M.Ed.(McG.)
Paul Zanazanian; B.A., M.A.(McG.), Ph.D.(Montr.)
Associate Members
Richard Harris, Adrienne Hurley, Lynn McAlpine
Faculty Lecturers
Beverly Baker, Donna-Lee Smith, Lisa Trimble
Adjunct Professors
Colin Lankshear, Robert Saggers, Ruth Sandwell, Ann Smith

Master of Arts (M.A.); Education and Society (Thesis) (45 credits)

For more information, see Master of Arts (M.A.); Education and Society (Thesis) (45 credits).

Master of Arts (M.A.); Education and Society (Thesis) — Gender and Women's Studies (45 credits)

For more information, see Master of Arts (M.A.); Education and Society (Thesis) — Gender and Women's Studies (45 credits).

Master of Arts (M.A.); Education and Society (Thesis) — Mathematics and Science Education (45 credits)

For more information, see Master of Arts (M.A.); Education and Society (Thesis) — Mathematics and Science Education (45 credits).

Master of Arts (M.A.); Education and Society (Non-Thesis) (45 credits)

For more information, see Master of Arts (M.A.); Education and Society (Non-Thesis) (45 credits).

Master of Arts (M.A.); Education and Society (Non-Thesis) — Gender and Women's Studies (45 credits)

For more information, see Master of Arts (M.A.); Education and Society (Non-Thesis) — Gender and Women's Studies (45 credits).

Master of Arts (M.A.); Education and Society (Non-Thesis) — Jewish Education (45 credits)

This program is designed to offer a graduate-level point of entry into the teaching profession for students who typically will have completed a B.A. with minor or major in Jewish Studies. The M.A. will not provide Quebec Government teacher certification (in Quebec, certification is at the B.Ed. level), but at the present time, Jewish schools may hire non-certified ...

For more information, see Master of Arts (M.A.); Education and Society (Non-Thesis) — Jewish Education (45 credits).

Master of Arts (M.A.); Educational Leadership (Thesis) (45 credits)

For more information, see Master of Arts (M.A.); Educational Leadership (Thesis) (45 credits).

Master of Arts (M.A.); Educational Leadership (Thesis) — Gender and Women's Studies (45 credits)

For more information, see Master of Arts (M.A.); Educational Leadership (Thesis) — Gender and Women's Studies (45 credits).

Master of Arts (M.A.); Educational Leadership (Non-Thesis) — Coursework (45 credits)

For more information, see Master of Arts (M.A.); Educational Leadership (Non-Thesis) — Coursework (45 credits).

Master of Arts (M.A.); Educational Leadership (Non-Thesis) — Project (45 credits)

For more information, see Master of Arts (M.A.); Educational Leadership (Non-Thesis) — Project (45 credits).

Master of Arts (M.A.); Educational Leadership (Non-Thesis) — Project — Gender and Women's Studies (45 credits)

For more information, see Master of Arts (M.A.); Educational Leadership (Non-Thesis) — Project — Gender and Women's Studies (45 credits).

Master of Arts (M.A.); Second Language Education (Thesis) (45 credits)

The M.A. in Second Language Education consists of a 45-credit thesis or non-thesis program. It provides an overview of the state of the art in second language acquisition, assessment and evaluation, and research methods, including quantitative and qualitative approaches. The program covers a wide range of current topics in applied linguistics and offers ...

For more information, see Master of Arts (M.A.); Second Language Education (Thesis) (45 credits).

Master of Arts (M.A.); Second Language Education (Thesis) — Gender and Women's Studies (45 credits)

For more information, see Master of Arts (M.A.); Second Language Education (Thesis) — Gender and Women's Studies (45 credits).

Master of Arts (M.A.); Second Language Education (Non-Thesis) (45 credits)

The M.A. in Second Language Education consists of a 45-credit thesis or non-thesis program. It provides an overview of the state of the art in second language acquisition, assessment and evaluation, and research methods, including quantitative and qualitative approaches. The program covers a wide range of current topics in applied linguistics and offers ...

For more information, see Master of Arts (M.A.); Second Language Education (Non-Thesis) (45 credits).

Graduate Student Teaching / M.A. in Teaching and Learning Internship

Graduate Student Teaching / M.A. in Teaching and Learning Internship

The Office of Student Teaching (OST) is responsible for arranging the placement and evaluation of all student teachers in supervised Internships.

Internships

Internships

Internships:

  • are required courses (with the subject code EDIN) for all students in the M.A. in Teaching and Learning programs;
  • are the sole responsibility of the Faculty of Education and are organized by the Office of Student Teaching;
  • require that newly admitted and returning students follow registration procedures or risk not being placed in a host school or having their contract approved for Internship;
  • are completed in schools within anglophone school boards or private schools in the province of Quebec in the majority of cases, with the exception of the Teaching English as a Second Language option program Internships, which take place in schools within francophone school boards in the province of Quebec;
  • are completed in secondary schools;
  • require students to be present in the school full-time;
  • can be completed using a teaching contract the student has secured, subject to approval (see Placement Options);
  • are not remunerated for students placed in the classroom of a cooperating teacher;
  • could require that students travel some distance to their host school and students should therefore budget time and money for this purpose;
  • require that students be placed at host schools for specific periods of time (refer to the OST website or Minerva for exact dates);
  • have a concurrent seminar component (see Minerva for date and time);
  • may begin before the first day of lectures or end after the last day of lectures;
  • may continue during the University-scheduled Study Break in the Winter term;
  • may continue through June into the Summer term (refer to the OST website for exact dates).

Registration

Registration

Students:

  • must be registered for Internship 1 (EDIN 601) on Minerva by the end of May of the preceding academic term (see www.mcgill.ca/importantdates);
  • must register for Internship 2 (EDIN 602) on Minerva by the end of September of the preceding academic term (see www.mcgill.ca/importantdates);
  • must be in Satisfactory Standing and have satisfied all prerequisite and corequisite course requirements;
  • should consult an academic adviser for assistance if required;
  • who are registered for Internship will receive instructions for accessing the online Student Teaching Placement Form at their official @mail.mcgill.ca email address. Forms must be submitted by the date indicated in the email.

Minerva does not necessarily prevent students from registering for courses that they should not take. It is the student's responsibility to be aware of prerequisites, corequisites, restrictions, and Faculty regulations that apply to the courses in which they register.

Placement Options

Placement Options

Contract

MATL students who have secured an employment contract for the duration of the Internship can choose to use these hours to fulfil the Internship requirements in their own classroom.

  • Consult www.mcgill.ca/ost MATL guidelines for detailed information and to determine if a contract meets the specific Internship requirements.
  • Generally, contracts must be for a minimum of 70% of a 100% teaching workload, and a minimum of 60% (Internship 1) or 80% (Internship 2) of these hours must be in your teachable subject in order to be eligible. Students will still complete the full number of required hours as stated in Internship guidelines (available on OST website).
  • A copy of the contract or a detailed letter from the HR department or administrator confirming the conditions of employment must be submitted to the OST.
  • Modification of contracts, or a request to move from a cooperating teacher’s classroom to a contract must be approved in advance by the OST.

Cooperating Teacher

MATL students who do not have employment that meets these criteria will be placed in the classroom of a cooperating teacher, and will follow the teacher’s full-time schedule. In accordance with University–School Board agreements, students are not permitted to contact teachers or schools to confirm their own arrangements; however, the student can submit suggestions to the OST on the online placement form.

Internship Guidelines (Syllabus)

Internship Guidelines (Syllabus)

Detailed guidelines and evaluation forms for each Internship are posted on the OST website. Students are responsible for familiarizing themselves with the objectives, evaluation criteria, and forms for each level of Internship, and must submit all completed evaluation forms to the OST on the first business day following the end of the Internship in order to receive a grade.

Student Responsibilities

Student Responsibilities

Students are responsible for familiarizing themselves with the policies and rules governing all aspects of Internship, including pedagogical and professional behaviour, available at www.mcgill.ca/ost.

Students should not engage in any type of employment during Internship (with the exception of a contract used to fulfil the Internship requirements), nor register for any course that might interfere with the successful outcome of an Internship.

Attendance and Absences

In case of conflict with school or board HR policies for MATL students who have an employment contract, please contact the OST.

Punctual attendance is required at the assigned school for the entire Internship. Unexcused absences from intensive courses and professional seminars may result in exclusion from the course, course failure, and/or removal from any associated Internship.

Days absent due to illness or McGill exams must be made up at the end of the Internship. Absences due to illness longer than a few days require a valid medical note (see www.mcgill.ca/studenthealth/clinic/notes) to be submitted to the OST, and the outcome of the Internship will be evaluated on an individual basis. Student teachers must contact the following people as soon as possible on the morning of the day of their absence:

  • School office
  • Cooperating teacher, if applicable
  • Office of Student Teaching, telephone 514-398-7046
  • Field supervisor

Student teachers are permitted to be absent for religious holy days, as outlined in McGill's Policy for the Accommodation of Religious Holy Days; see www.mcgill.ca/importantdates/holy-days. Students must notify the OST, cooperating teacher, and field supervisor before the Internship begins if possible, or at least two weeks before the planned absence. The missed days must be made up, usually at the end of the Internship.

Absences related to McGill Intercollegiate Sport events are evaluated by the director of the OST on a case-by-case basis. Student teachers must submit a signed copy of the Intercollegiate Sport Event Accommodation form to the OST at least two weeks in advance of each conflict.

Absences for any other reason, including but not limited to: marriage, family parties, vacation, University extracurricular activities, employment, or conflicting courses, are not permitted during the Internship under any circumstances. Students should consult an academic adviser if they need to rearrange their course schedule.

Judicial Record Verification

Quebec’s Education Act, section 261.0.2, grants school boards the right to verify the judicial record of any person regularly in contact with minor students, and this includes student teachers. Each school board or private school may have its own administrative procedures for verification. Students are responsible for complying with their request. Anyone unable to obtain the required security clearance will not be permitted to undertake their Internships and consequently would have to withdraw from the program as this is a mandatory requirement of the program. Additional information can be found on the OST website.

Work Permit for International Students

International students (students who are not Permanent Residents or citizens of Canada) must apply for an internship/co-op work permit issued by Citizenship and Immigration Canada as a requirement for their mandatory Internships. This is not the same as an off-campus work permit. The internship/co-op work permit is free of charge, but takes time to obtain and may require a medical exam. Detailed instructions are available on the OST website. For assistance with the application, students should contact International Student Services, www.mcgill.ca/internationalstudents. Students must submit a copy of their valid permit to the OST before the Internship starts.

Grading and Credit

Grading and Credit

Internships are graded according to the graduate grading scale (Grading and Grade Point Averages (GPA)). Students must submit all completed evaluation forms to the OST immediately following their Internship, and submit all required work for the professional seminar portion of the Internship to the instructor, in order to receive a grade. Summative evaluations from the cooperating teacher or school administrator and field supervisor are combined with the professional seminar grade to calculate the final grade.

In accordance with GPS failure policy (Failure Policy), where a student is experiencing serious pedagogical or professional difficulties in an Internship, the director of the OST will review the case and will make a grade decision:

  • If the student has demonstrated some potential to successfully reach the required standard, the director may grant special permission for a student to repeat an Internship during the next term in which the course is offered. This special permission will be granted once only in a student's program. A subsequent Failure (F, J, KF, WF) in any Internship places a student in Unsatisfactory Standing, requiring withdrawal from the Teacher Education Program.
  • Grade of F without permission to repeat the Internship, placing a student in Unsatisfactory Standing and requiring withdrawal from the Teacher Education Program.

A student may appeal a failing grade or termination of an Internship by making a formal application to the Executive Director, Student Affairs.

Withdrawal from Internship

  • Withdrawal (with refund) for any reason must be done at least two weeks before the start date of the Internship. The student is responsible for notifying the OST in writing by this deadline.
  • Students having to withdraw for any reason, including illness, from an Internship that begins in less than two weeks or that is underway must immediately inform the OST. Based on the circumstances of the withdrawal, the director of the OST will determine the final outcome of the Internship and Enrolment Services will determine eligibility for refund.

Termination of Internship

At any time, students may be removed from their Internship placement at the request of the host school administrator and cooperating teacher, or at the request of the Director of Student Teaching. Students who are removed from an Internship placement will be informed of the reason for the termination and will meet with the Director.

Circumstances that could lead to termination include, but are not limited to:

  • Prerequisite courses not successfully completed.
  • Exceeding the number of permissible unexcused absences for corequisite courses (consult the syllabus for each course).
  • Failure to pass a judicial record check, if required by the school or school board where the student is placed.
  • Unprofessional behaviour; behaviour that contravenes the Code of Ethics for Student Teachers.
  • Failure to make the improvements outlined on a Notification of Concern by the date indicated.

The final outcome for an Internship that is terminated will be decided by the director of Student Teaching.

Possible outcomes are:

  • Reassignment during the same term, subject to availability of placements.
  • “W” – Withdrawal (normally without refund).
  • Failing grade – At the discretion of the director of Student Teaching, the student may be (a) permitted to register for the Internship again during the next regularly scheduled term, or (b) may be required to withdraw from the program.

If a student cannot continue the Internship due to illness, see Withdrawal from Internship.

If a student chooses to end his or her Internship, the director of Student Teaching will evaluate the circumstances and determine an outcome. Possible outcomes are the same as those listed above.

Code of Professional Conduct: Code of Ethics for Student Teachers

Code of Professional Conduct: Code of Ethics for Student Teachers

Preamble – A Student-Centred Perspective

  • Mandate

    A joint subcommittee consisting of members from two standing committees of the Faculty of Education (Faculty of Education Ethical Review Board and Student Standing) was created to develop a Code of Ethics for Student Teachers and to examine the ways in which this Code will be communicated to students, faculty members, and educational partners.

  • Goals and Rationale

    The interests of the two Standing Committees of the Faculty of Education in promoting appropriate ethical and professional conduct have led us to develop the following Code of Ethics for Student Teachers. This code seeks to respond to and address the following needs:

    1. The Code addresses the interdependent duties, rights, and responsibilities of student teachers, faculty members, and educational partners.
    2. By addressing common issues and needs, the Code seeks to articulate and make explicit ethical principles that transcend disciplinary boundaries. These principles reflect the fundamental values that are expressed in the duties, rights, and responsibilities of all involved in Teacher Education.
    3. The Code requires a reasonable flexibility in the implementation of common principles. It is designed to help those involved in Teacher Education, as a matter of sound ethical reasoning, to understand and respect the contexts in which they work and accommodate the needs of others.
    4. The Code seeks to encourage continued reflection and thoughtful response to ethical issues. It does not seek definitive answers to all ethical questions or situations. Rather, it seeks to outline the guiding principles to ethical conduct and to identify major issues that are essential to the development and implementation of this Code.
  • Context of an Ethics Framework for Student Teachers

    The principles and norms guiding ethical conduct are developed within an ever-evolving complex societal context, elements of which include the need for reflective action and ethical principles.

    Education is premised on a fundamental moral commitment to advance and construct knowledge and to ensure human understanding and respect for individual and collective well-being and integrity.

    The moral imperative of respect translates into the following ethical principles that assume a student-centred perspective as articulated in the Quebec Curriculum Reform and Competencies outlined for Teacher Education.

Academic Freedom and Responsibilities

Teachers enjoy, and should continue to enjoy, important freedoms and privileges. However, with freedoms come responsibilities and ethical challenges. This Code of Ethics is in keeping with the philosophy and spirit of the New Directions that are embedded in the document “Teacher Training: Orientations, Professional Competencies” (MEQ 2001) and the reflective practice literature.

The role of the teacher and the contexts of teaching have changed. Thus, new resources (knowledge, skills, attitudes) are required to practise the profession and to meet the challenges of teaching and learning in whatever contexts student teachers may find themselves, and to engage in professional development individually and with others.

Ethics and Law

“Teaching is governed by a legal and regulatory framework” (MEQ 2001, p. 120). The law affects and regulates the standards and norms of teaching behaviours in a variety of ways such as respecting privacy, confidentiality, intellectual property, and competence. Human rights legislation prohibits discrimination and recognizes equal treatment as fundamental to human dignity and well-being. Teachers should respect the spirit of the Canadian Charter of Rights and Freedoms, particularly the sections dealing with life, liberty, and the security of the person, as well as those involving equality and discrimination and the Education Act that sets out the obligations and rights of teachers.

Guiding Ethical Principles

Ethical student teachers should respect the following guiding ethical principles:

  1. Respect for Human Dignity
    • Speaks and acts toward all students with respect and dignity; and deals judiciously with them at all times, always mindful of their individual rights and personal sensibilities.
    • Respects the dignity and responsibilities of cooperating teachers, peers, principals, parents, and other professionals or para-professionals within the school, school board, and community.
  2. Respect for Vulnerable Persons
    • Respects and recognizes ethical obligations toward vulnerable persons. This principle recognizes that students are in a vulnerable position and that student teachers are in a privileged relationship with students and their families and will always refrain from exploiting that relationship in any form or manner.
  3. Respect for Confidentiality and Privacy
    • Respects the confidential nature of all information related to students and their families and will share such information in an appropriate manner only with those directly concerned with their welfare.
    • Respects the confidential nature of all information related to all school personnel and will share such information in an appropriate manner.
  4. Respect for Justice
    • Respects and recognizes the right of individuals to be treated with fairness and equity and the importance of avoiding conflicts of interest.
  5. Respect for Safety of Students
    • Respects the right of individuals to expect that student teachers will engage in practices that aim to ensure the physical, psychological, and emotional safety of students.
  6. Respect for Existing Ethical Codes and Professional Standards
    • Respects the authority, roles, and responsibilities of the cooperating teacher, and agrees to adhere to the responsibilities and obligations for teachers as outlined in the Education Act, Faculty, and University handbooks as well as all local agreements by host school boards and schools.
  7. Balancing Harm and Benefits
    • Acknowledges that any potentially harmful practices (e.g., science labs and physical education activities) must be balanced with anticipated benefits and conducted in a prudent, informed manner.

Putting Principles into Practice: Venues for Communication

More than one principle may apply to a given case or situation. For meaningful and effective implementation of these principles, they must be widely communicated and applied in appropriate contexts.

Master of Arts in Teaching and Learning – Regulations and Programs

Master of Arts in Teaching and Learning – Regulations and Programs

Time Commitment

Time Commitment

The M.A. in Teaching and Learning program is designed such that the program may be completed in four or seven consecutive semesters; students have up to five years to complete the program. In all cases, the program begins with mandatory courses in the Summer term. It is important to note the following:

Students should consult an academic adviser and program overviews for details. Full-time/part-time status may also affect financial aid arrangements; contact the Scholarships and Student (Financial) Aid Office (Student Services – Downtown Campus) for more information. See Categories of Students for information about full-time and part-time study.

English Language Requirement

English Language Requirement

The Ministère de l'Éducation, du Loisir et du Sport (MELS) requires that all students in teacher education programs demonstrate their proficiency in the language of instruction. To fulfil this obligation, M.A in Teaching and Learning students are required to write the English Examination for Teacher Certification (EETC) before the end of their first semester in the program. Students must pass the examination prior to Internship 1.

The examination is coordinated by an independent body, the Centre for the English Exam for Teacher Certification. Information is available on the CEETC website: www.ceetc.ca. McGill assists with the administration and scheduling of the examination. To write this examination, students must first register on Minerva for a section of EDTL 515 in the Summer term, then register with the Centre at www.ceetc.ca and pay a $70 fee before writing the test.

Students who do not pass both sections of the examination the first time are expected to meet with their academic adviser to plan a course of action for English language proficiency improvement. Students are required to take the EETC again, and must successfully complete the section that was not passed. A fee is charged each time the examination is written. Students who have not completed both sections of the examination on their fourth attempt are required to withdraw from the program, and must consult with an adviser about readmission procedures.

Capstone Research Project (CRP)

Capstone Research Project (CRP)

The CRP is a research project whereby MATL students, as they experience their courses and Internships, identify an area of professional interest either in the broad landscape of teaching and learning or directly related to their subject specialty, and develop, throughout their program, a project around that interest. The final project is a requirement of the Culminating Professional Seminar course (final summer of program). Guidelines are posted on the Office of Student Teaching website (www.mcgill.ca/ost).

Portfolio

Portfolio

All students in the M.A. Teaching and Learning program are required to prepare a professional portfolio by the time of their graduation. The portfolio is a component of the professional seminars that are integrated with each Internship. The finished professional portfolio is a requirement of the Culminating Professional Seminar course (final summer of program). Guidelines are posted on the Office of Student Teaching website (www.mcgill.ca/ost).

Master of Arts (M.A.) in Teaching and Learning — English or French Second Language (60 credits)

The French Second Language program is not being offered in 2013-2014. This M.A. in Teaching and Learning is a 60-credit, post-graduate degree leading to teacher certification. It comprises 45 credits of courses, coupled with 15 credits (minimum of 630 hours) of internship. This professional program offers teacher certification to those already holding an ...

For more information, see Master of Arts (M.A.) in Teaching and Learning — English or French Second Language (60 credits).

Master of Arts (M.A.) in Teaching and Learning — English Language Arts Option (60 credits)

This M.A. in Teaching and Learning is a 60-credit, post-graduate degree leading to teacher certification. It comprises 45 credits of courses, coupled with 15 credits (minimum of 630 hours) of internship. This professional program offers teacher certification to those already holding an undergraduate degree in a teachable subject area identified by the Quebec ...

For more information, see Master of Arts (M.A.) in Teaching and Learning — English Language Arts Option (60 credits).

Master of Arts (M.A.) in Teaching and Learning — Mathematics Option (60 credits)

This M.A. in Teaching and Learning is a 60-credit, post-graduate degree leading to teacher certification. It comprises 45 credits of courses, coupled with 15 credits (minimum of 630 hours) of internship. This professional program offers teacher certification to those already holding an undergraduate degree in a teachable subject area identified by the Quebec ...

For more information, see Master of Arts (M.A.) in Teaching and Learning — Mathematics Option (60 credits).

Master of Arts (M.A.) in Teaching and Learning — Social Sciences Option (60 credits)

This M.A. in Teaching and Learning is a 60-credit, post-graduate degree leading to teacher certification. It comprises 45 credits of courses, coupled with 15 credits (minimum of 630 hours) of internship. This professional program offers teacher certification to those already holding an undergraduate degree in a teachable subject area identified by the Quebec ...

For more information, see Master of Arts (M.A.) in Teaching and Learning — Social Sciences Option (60 credits).

Master of Arts (M.A.) in Teaching and Learning — Science and Technology Option (60 credits)

This M.A. in Teaching and Learning is a 60-credit, post-graduate degree leading to teacher certification. It comprises 45 credits of courses, coupled with 15 credits (minimum of 630 hours) of internship. This professional program offers teacher certification to those already holding an undergraduate degree in a teachable subject area identified by the Quebec ...

For more information, see Master of Arts (M.A.) in Teaching and Learning — Science and Technology Option (60 credits).

Doctor of Philosophy (Ph.D.); Educational Studies

For more information, see Doctor of Philosophy (Ph.D.); Educational Studies.

Doctor of Philosophy (Ph.D.); Educational Studies — Gender and Women's Studies

For more information, see Doctor of Philosophy (Ph.D.); Educational Studies — Gender and Women's Studies.

Doctor of Philosophy (Ph.D.); Educational Studies — Language Acquisition

Students must satisfy all program requirements for the Ph.D. in Educational Studies. The Ph.D. thesis must be on a topic relating to language acquisition, approved by the Language Acquisition Program (LAP) committee.

For more information, see Doctor of Philosophy (Ph.D.); Educational Studies — Language Acquisition.

Doctor of Philosophy (Ph.D.); Educational Studies — Mathematics and Science Education

For more information, see Doctor of Philosophy (Ph.D.); Educational Studies — Mathematics and Science Education.

Graduate Certificate in Educational Leadership 1 (15 credits)

This 15-credit program addresses the needs of experienced and aspiring school leaders who are taking increased responsibility for the students and communities they serve. The management of schools is increasingly seen as making a major contribution to the learning and personal development of students. The professional development of school leaders, educational ...

For more information, see Graduate Certificate in Educational Leadership 1 (15 credits).

Graduate Certificate in Educational Leadership 2 (15 credits)

This 15-credit program explores more deeply leadership theory and educational issues and applications in a practicum. Candidates for the Graduate Certificate in Educational Leadership 2 should normally have completed the first certificate. In combination, the two certificates allow school administrators to acquire the 30 graduate credits in the field of ...

For more information, see Graduate Certificate in Educational Leadership 2 (15 credits).

Graduate Certificate; Teaching English as a Second Language (15 credits)

This 15-credit certificate is designed as professional development for in-service teachers and candidates with a background in education, language studies, linguistics, or a related field, or as preparation for application to our M.A. in Second Language Education. The five courses that comprise the certificate provide a solid background and offer in-depth study in ...

For more information, see Graduate Certificate; Teaching English as a Second Language (15 credits).

Faculty of Education—2013-2014 (last updated Jul. 18, 2013) (disclaimer)