OISE Teaching Awards

Supervision is defended as a primary responsibility of a faculty member for “assisting a student in learning the science and art of the scientific or scholarly investigative process, as well as guiding them through the processes necessary for successful completion of the degree” (the School of Graduate Studies Supervision Guidelines). It entails meeting students on an individual basis in support their learning in a range of different learning context including, but not limited to, thesis/dissertation supervision, committee membership, thesis support groups and supervision of major research papers-MRPs. This may include (a) providing supervisory conditions conducive to students’ research, intellectual growth and academic progress; (b) creating opportunities that involve students in the design and implementation of the research process; (c) supporting students through coaching and mentorship in coursework and in clinical and applied settings; (d) facilitating students’ growth in mastering the requisites of professional practice; (e) enabling students to learn the essential methodologies, concepts and cultures of their discipline; (f) promoting student participation in professional development and activities that position them for future careers within and outside academia.

Within the diversity of teaching practices across disciplines and programs at OISE, teaching excellence is understood as the sustained ability of an instructor to foster advanced learning, critical inquiry, scholarly independence, inclusive learning environment, and support students’ professional growth through high-quality teaching, mentorship, supervision, and student engagement. This may include (a) stimulating/challenging students and promoting their intellectual and scholarly development; (b) developing students’ mastery of a subject and of the latest developments in the field, including professional knowledge where appropriate; (c) encouraging students’ sense of inquiry and understanding of a subject through discovery-based learning; (d) actively engaging with students’ learning progress and accessibility to students to maintain mastery of the subject area; (e) using relevant and current scholarship and research on pedagogy to respond to the different learning styles and needs among students; (f) promoting academic integrity and adherence to grading standards of the division and as appropriate, the ethical standards of the profession.

Educational innovation entails the intentional design and implementation of new or improved approaches to teaching, learning, supervision, curriculum design, assessment, and student support that enhance graduate student learning, scholarly development, and research capacity. This may include (a) developing innovative teaching methods (e.g. use of technology, audio/visual tools, blended learning); (b) developing innovative educational materials (e.g. textbooks, handouts, study guides, podcasts, blogs) that have been used/adopted by colleagues at OISE and other institutions; (c) effective cross-disciplinary work (e.g., adapting a practice common in one discipline/professional area to a different discipline/professional area); (d) community-integrated and experiential learning, infusing real-world experiences into instruction, integrating Indigenous teaching and values into courses, community building and collaborative learning such as group projects, brainstorming sessions, discussions, research-based, student-centered, co-curricular and experiential learning); (e) student-centered program design (e.g., flexible pathways, personalized learning plans, wellness and wellbeing support, inclusive and accessible learning environments, recognition of diverse student goals and career trajectories).

Advising and mentorship of Teacher Candidates (TCs) in Initial Teacher Education Programs at OISE is a purposeful, collaborative and supportive process through which an instructor provides academic, professional, and developmental guidance to TCs to support their academic success, professional learning, personal development, and readiness for entry into the teaching profession. It involves providing thoughtful guidance, fostering reflective practice, facilitating meaningful connections between theory and practice, and nurturing the confidence, competence, and professional identity required for exemplary teaching and educational leadership. This may include: (a) building a trusting and supportive professional relationship; (b) modeling effective teaching, leadership, and professional conduct; (c) encouraging critical reflection and inquiry into educational practice; (d) supporting the development of professional identity, confidence, and resilience; (e) providing formative feedback on teaching practice during practicum; (f) helping TCs navigate the complexities, challenges, and realities of teaching.

Within the diversity of teaching practices across disciplines and programs at OISE, teaching excellence is understood as the sustained ability of an instructor to foster advanced learning, critical inquiry, scholarly independence, inclusive learning environment, and support students’ professional growth through high-quality teaching, mentorship, supervision, and student engagement. This may include (a) stimulating/challenging students and promoting their intellectual and scholarly development; (b) developing students’ mastery of a subject and of the latest developments in the field, including professional knowledge where appropriate; (c) encouraging students’ sense of inquiry and understanding of a subject through discovery-based learning; (d) actively engaging with students’ learning progress and accessibility to students to maintain mastery of the subject area; (e) using relevant and current scholarship and research on pedagogy to respond to the different learning styles and needs among students; (f) promoting academic integrity and adherence to grading standards of the division and as appropriate, the ethical standards of the profession.

Educational innovation entails the intentional design and implementation of new or improved approaches to teaching, learning, supervision, curriculum design, assessment, and student support that enhance graduate student learning, scholarly development, and research capacity. This may include (a) developing innovative teaching methods (e.g. use of technology, audio/visual tools, blended learning); (b) developing innovative educational materials (e.g. textbooks, handouts, study guides, podcasts, blogs) that have been used/adopted by colleagues at OISE and other institutions; (c) effective cross-disciplinary work (e.g., adapting a practice common in one discipline/professional area to a different discipline/professional area); (d) community-integrated and experiential learning, infusing real-world experiences into instruction, integrating Indigenous teaching and values into courses, community building and collaborative learning such as group projects, brainstorming sessions, discussions, research-based, student-centered, co-curricular and experiential learning); (e) student-centered program design (e.g., flexible pathways, personalized learning plans, wellness and wellbeing support, inclusive and accessible learning environments, recognition of diverse student goals and career trajectories).