Master of Arts in Child Study and Education
The MACSE program philosophy is based on the belief that successful teaching requires a deep understanding of children.
Our program's strong focus on classroom practicum experience builds links to child development, research, and teaching and assessment practices and approaches. Teacher Candidates have the opportunity to acquire and consolidate professional knowledge, skills, and attitudes through a range of placement experiences over the two years of the program, supported and supervised by extraordinary Associate Teachers and Practicum Coordinators.
Teacher Candidates are assigned to practicum placements in the TDSB, TCDSB, as well as independent schools in Toronto. Based upon the availability of space, students have the opportunity to have one first or second year practicum placement at the Dr. Eric Jackman ICS Laboratory School.
All Teacher Candidates have a placement in a kindergarten, primary and junior classroom in their first year. The placements are selected so that Teacher Candidates have a broad range of experiences in diverse school communities. The Practicum Coordinators are solely responsible for the placement process, including identifying possible partner schools, contacting schools, and arranging placements. In their second year, Teacher Candidates complete a full term intensive practicum experience (referred to as an internship) in a single classroom setting.
In Year 1, practicum expectations are based on a growth mindset and build over time beginning with a focus on observation in the classroom. Teacher Candidates then proceed to working with individuals and small groups, and finally to planning or co-planning units of instruction and taking responsibility for teaching whole mornings. In Year 2, the Teacher Candidate assumes increasing responsibility for planning and implementing cross-curricular teaching units and assessing and evaluating student learning.
Please read the Practicum Handbook. It provides detailed information about placement organization, roles and responsibilities and expectations. Also included are evaluation guidelines, general information (i.e., attendance, accommodations, policies on equity and diversity and sexual harassment, professional activity days, etc.) as well as information on standards of practice.
Below are quick links to the most commonly requested information for Associate Teachers.