|Teacher-candidate Garrett Norman selected as one of 25 National Geographic and Lindblad Expeditions 2014 Grosvenor Teacher Fellows.|
Master of Arts in Child Study and Education
About the MACSE Program
As of spring 2016, over 81% of our 2015 graduates were employed in the field of education.
56% were employed by public boards of education.
In a 2016 survey of past graduates, over 93% indicated that they were satisfied or very satisfied with our program.
- 94% said that if they had to "do it over again" they would still choose our teacher certification program.
Each year, outstanding graduates leave the Dr. Eric Jackman Institute of Child Study equipped to make a difference in the lives of children. Our grads are very well prepared with an understanding of children through coursework in child study, extensive practice teaching experience spanning two years, and training in research-informed teaching methods.
The program is undertaken on a full-time basis from September in Year-1 to April in Year-2, including courses in the spring and summer.
Students are prepared for Primary/Junior certification from the Ontario College of Teachers, qualifying our graduates to teach from Junior Kindergarten to Grade 6 in Ontario and often beyond.
We admit approximately 75 students each year. Our admissions process includes an in-person interview for shortlisted candidates on one of two Saturdays in January or February. Interviews are conducted by a faculty member and Jackman ICS Lab School teacher.
Core MACSE faculty teach the majority of required courses. Lab School teacher-researchers supervise placements in their classrooms and participate in lectures, making direct links between research and practice. Students also have placements in public and independent schools. Other graduate faculty in the Department of Applied Psychology and Human Development teach elective courses. Students in the MACSE program thus benefit from participating in a research-oriented department.
The program offers two fields of study:
1. Practice-Based Inquiry (PBI) in Psychology and Educational Practice
2. Research-Intensive Training (RIT) in Psychology and Education
Field 1: Practice-Based Inquiry (PBI) in Psychology and Educational Practice
This field of study is for those who wish to become classroom teachers and acquire the skills to continuously grow, improve, and lead. This field emphasizes professional learning, teacher leadership and using the inquiry process and various data sources to address problems of practice. As part of this field of study, students will complete a Professional Practice Project in the second year that connects to their practicum experience. This field of study will enable our graduates to make strong contributions to the education field through their ability to understand issues of practice and move knowledge into practice.
Field 2: Research-Intensive Training (RIT) in Psychology and Education
This competitive field of study provides a unique opportunity for future scholars interested in psychology and education to pursue concurrent training in research and elementary teacher certification. It supports the development of expertise in scientific examination of educational and psychological issues and highlights the integration between education science and classroom practice. Like PBI students, those in the RIT field of study will complete about 600 hours of practicum placements in classrooms. Students in this field of study will be supervised by one of our faculty members and complete a Major Research Paper in an area of interest in the second year of the program. RIT students are typically interested in further graduate training at the doctoral level. This field of study will enable graduates to have a deep understanding of classroom practice while building strong skills in research to address critical questions about education and child and youth development. RIT will be appropriate for students with a strong demonstrated interest in research (e.g., prior courses in research methods, quantitative or qualitative data analysis).
The MA CSE is comprised of the equivalent of 20 half-courses, including approximately 600 hours of practical experience in elementary classrooms. Required and recommended elective CSE MA courses are outlined on the Course List.
First Year Courses
In the first year, all students take the following required courses:
APD2200Y Child Study: Observation, Evaluation, Reporting, and Research
APD2201Y Childhood Education Seminar
APD2210Y Introduction to Curriculum I: Core Areas
APD2220Y Teaching Practicum
APD2280H Introduction to Special Education and Adaptive Instruction
All students must all take two half course electives in their first year (in the spring and summer intersessions).
Students in the PBI field must also complete the following course in Year 1: APD1226H Foundations in Inquiry and Data-based Decision-Making.
Students in the RIT field must also complete the following course in Year 1: APD1209H: Research Methods and Thesis Preparation in AP&HD.
Students without undergraduate courses in child development must take APD1201H (Child and Adolescent Development) as one of their electives.
Students who wish to teach in the Roman Catholic Separate Schools of Ontario are required to take a religious education course in addition to their regular electives (fee applies). Students interested in this option should contact the Continuing and Professional Learning Department at OISE.
Second Year Courses
The following required courses are to be taken:
APD2211H Theory and Curriculum I: Language and Literacy
APD2212H Theory and Curriculum II: Mathematics
APD2214H Introduction to Curriculum II: Special Areas
The following required courses are to be taken:
APD2202H Childhood Education Seminar II: Advanced Teaching
APD2221Y Advanced Teaching Practicum (full course)
Students in the PBI field must also complete the full-year course APD1227Y: Professional Practice Project in Year 2 of the program.
Students in the RIT field must also complete APD2001Y: Major Research Paper in year-2 of the program. The MRP must be completed by the end of the winter term in order to graduate.
In addition, all students in our program must demonstrate knowledge of the acts and regulations respecting education in Ontario.
Registration in the second year is contingent upon successful completion of all first year work.
Students planning a career in special needs education may consider special education as a focused area of study. All students interested in special education are encouraged to complete at least one of the special education electives offered through our department.
Students interested in Kindergarten and Early Childhood programs may consider early childhood as a focused area of study. Such students are strongly encouraged to complete one recommended early childhood elective, plus a year-2 internship in a Kindergarten class.
Our department typically offers a selection of elective courses related to special education (e.g. ADHD, Autism, reading disabilities, etc.) and early childhood education (e.g. Play and Education, Psychological Foundations of Early Development & Education, etc.). Students may take either one course in each area or focus both courses in one of those areas.
Practicum Placements & Internship
Practicum placements are designed to provide the teacher candidate with diverse experience in different school communities. This experience is a crucial part of acquiring the knowledge and skills to become a successful classroom teacher, and it is the 'laboratory' for applying ideas and connecting research to practice. Placements provide the opportunity to work across a variety of schools, neighbourhoods and settings, different grade levels, special needs settings, research classrooms, and early years programs. Placements take place in Toronto, within a half hour by public transit or within walking distance from Jackman ICS.
First year students are required to complete three 8-week teaching blocks on Monday-Thursday mornings throughout the year.
Students must complete an early years placement (Junior Kindergarten/Senior Kindergarten), a primary placement (Grades 1-3), and a junior placement (Grades 4-6).
An optional full-time teaching placement in May is available for first year students.
Second year students complete a full-time teaching internship in one of the terms (fall or winter) in one setting. Placements are comprised of full days on Monday and Tuesday and mornings only on Wednesday, Thursday and Friday. The internship allows students to develop the range of skills and experiences necessary to lead a classroom. The alternate, non-teaching term is an academic term.
Criminal Record Check
Students participating in practicum placements in Ontario schools are required to complete a full disclosure vulnerable sector police record check prior to having direct contact with children. Students without a completed check will not be permitted to participate in practicum placements. Specific instructions on how to obtain a police check will be communicated to all successful applicants.