SP3 invites teacher candidates to see the world through multiple lenses and to investigate the complexities of teaching in a global era. Drawing inspiration from a wide range of sources, SP3 encourages teacher candidates to consider the interplay of school, community, and global forces and influences. Teacher candidates will examine approaches to teaching and learning that will allow them to make informed decisions about student learning, global and environmental awareness, advocacy, and community building for positive change. Our approach to global citizenship education promotes advocacy towards equity, sustainable development, social justice, and systemic change.
Program/Curriculum Features
· Teacher candidates will engage in self-directed and collaborative learning throughout their course work, including student-led workshops in professional learning communities;
· Program focus is to link educational theory/research and school-based practices as they relate to equity, diversity, global/social justice, sustainable development, community and international connections, and curriculum and instructional design.
· As in every SP cohort, teacher candidates take their three foundation courses (Teacher Education Seminar, School and Society, and Psychological Foundations) together. Instructors in this cohort work together to integrate concepts and assignments and to focus coursework on SP3 themes.
All teacher candidates have two field-based practicum experiences. Teacher candidates in SP3 practice teach in partner schools from across the Greater Toronto Area. Teacher candidates will also complete a field-based internship.
Additional Field Experience Expectations
Each teacher candidate in SP3 will have the opportunity to actively participate in and contribute to NGO, community, and school-based programs and initiatives through a Praxis Project. The Praxis Project allows teacher candidates opportunities to make important theory-practice linkages. Projects will include regular and ongoing involvement in a placement of their choice. In the past, SP3 teacher candidates’ have conducted their Praxis Projects through: the Munk School of Global Affairs; environmental NGOs; community based programs; and school-based initiatives, such as supporting English Language Learners or promoting social justice clubs. These opportunities call upon an additional time commitment of up to 4 hours per week during non-practicum periods.
Successful SP3 applicants will give evidence of the following, in the space provided on the Cohort Selection and Candidate Information form (200 words maximum):
· Willingness to develop and create a globally-informed approach to teaching and learning;
· Interest in advocating for global citizenship and sustainable development in schools and communities;
· Commitment to equity, social justice, and educational change;
· Openness to examine assumptions about students and their learning, including one’s own assumptions;
· Commitment to build and volunteer in school-based, community, and/or international initiatives through the Praxis Project;
· Ability to collaborate with others in a professional and collegial manner;
· Willingness to travel to practicum placements in SP3 partner schools.
