RO Home> BEd &Tech Admissions> Thinking of Applying> BEd Admissions Guide> Preparing for an Application

Consecutive Bachelor of Education Admissions

Thinking of Applying
 

 
PREPARING FOR AN APPLICATION

Academic Preparation

The minimum academic preparation is to complete an undergraduate degree that satisfies the basic academic requirement outlined previously. As well, you should be aware of the academic elements of our selection criteria, also outlined in the Admission Requirements section of this website.

• You should ensure that your undergraduate course work will satisfy prerequisite requirements for specific teaching subjects, if applicable to the division for which you intend to apply. (See About the Program and Teaching Subjects sections of this website.)
   
• You may wish to consider taking courses that would be supportive of classroom teaching and the development of communication skills. Courses such as cognitive, behavioural, or developmental psychology, children's literature and linguistics may be of interest.
   
• You may also wish to take courses that can be eventually used as prerequisites for additional qualification course work after you have obtained your basic teaching qualification. More information about these courses is available in the OISE Additional Qualification Course brochure and the pamphlet "Honour Specialist Information" available from the OISE Registrar's Office, Continuing Education Unit (416-926-4762) and within the OISE Continuing Education website.

[Top]

Experience Preparation

An Applicant Profile is used by all applicants to present to OISE a word portrait of themselves in relation to the teacher education program. This is a very important factor in our selection process; therefore you should take great care in preparing this document. You may wish to consider the following:

• You can enhance your chances for admission if you apply for the division and grade where your experience (and, thus, the insights derived from this experience) is most relevant.
• Significant recent teaching-related and school based experience with learners in the grades that you hope to teach can be helpful.
• Work with groups is generally better than work with individuals.
• Experience in a diversity of settings is advisable over a single type of setting.
• Past wage-earning experiences can be included in the Applicant Profile if they indicate a special interest in teaching and learning.

NOTE: Applicants are required to present information related to three experiences in the Applicant Profile.

When looking for ways of gaining experience you should survey the communities to which you have access in order to find opportunities for work with people at the age level you wish to teach. You should also consider what skills you have which might be useful in gaining teaching-related experience. A background in art, music, drama, athletics, games or subjects in which children or adolescents might seek help, such as mathematics or computer science, could be useful.

Following are some specific examples of the kinds of experiences you might wish to consider. They are not listed in any order of importance.

• arts teaching - art, music, dance - in schools, community centres, community groups, etc.
• assisting in a classroom either as a teacher's aid, a volunteer or as a guest instructor
• assisting in a school (outside of a regular classroom as described above)
• camp counselling
• coaching sports or athletics
• day care work
• English as a Second Language (ESL) instruction
• experience with civil society (non-governmental organizations, faith-based organizations, community groups, etc.)
• experience as an instructor in a second or third language program within a school setting or through a community organization
• half-way-house or drop-in-centre experience with adolescents
• instructional work in business, industry, or government
• leadership and/or facilitation within cultural groups or clubs
• literacy program instruction
• museum instruction or guide work
• peer tutoring
• special needs work in schools or organizations devoted to special needs
• supply teaching
• summer school or remedial programs in schools
• teaching overseas (such as with a development agency or ESL instruction)

You may wish to keep a log or diary of your experiences. This will allow you to keep track of your activities and help you to develop your ideas concerning teaching and learning.

Remember that our assessment of your experience will not be based on what you have done, but rather on what you can show us that you have learned about teaching and learning through your experiences that is transferable to role of a classroom teacher working with a group of children or adolescents at the age-level you wish to teach. (That is, your insights should be relevant to teaching in the division to which you are applying.)

Remember also that a strong experience background and a strong Applicant Profile will not compensate for weak academic standing.

[Top]

Counselling & Support Services

One of our goals is to keep applicants and prospective applicants as informed as possible. We are aware that, because of limitations in enrolment, we are forced to turn away many people who would make fine classroom teachers. It is our hope that by assisting you with current and future applications, we can help you to achieve your goal of becoming a teacher.

OISE provides a variety of counselling services for applicants and prospective applicants to its teacher education programs. Group information sessions are scheduled in the fall term at all U of T campuses and on several University campuses across Ontario. Individual counselling sessions* are available by appointment froom May to the end of August at OISE. In addition, inquiries are always welcome by telephone, letter, e-mail, fax or in person. We invite you to utilize these services. 

* During our counselling period, if you are making a counselling appointment and require an accommodation due to a disability please advise us at the time you are making the appointment. We will work with you to make appropriate arrangements.

 [Top]