BREAKOUT SESSION B4

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10:20 AM – 11:20 AM

Hazel McCallion D

Examining Initial Teacher Education (ITE) Program Content and Length

1.    Two Paths, One Goal: Initial Teacher Education Programs in Two- or Four- Semesters?

Diana Petrarca, Ontario Tech University

In 2015, Ontario's initial teacher education (ITE) programs were legislated to move from a two-semester format to a four-semester format to enhance the education of future teachers, and to reduce the number of teachers graduating from ITE programs during a time when large numbers of newly certified teachers in Ontario were unable to secure employment. Currently, Ontario (like many other jurisdictions around the globe) is experiencing a teacher shortage, which has spurred discussions regarding a potential return to a two-semester ITE program. In the backdrop of these discussions, Ontario’s K - 12 educators, classrooms, and schools face unprecedented challenges such as decreases in student supports in classrooms, significant increases in numbers and severity of violent incidents in schools; and feelings of lack of safety and/or security in school / systems. These examples of growing challenges might not only disrupt teaching, working, and learning conditions in classrooms/schools, but may fuel difficult beginnings for new teachers and contribute to teachers leaving the profession. During a time when even the most experienced teachers are facing extraordinary challenges and complexities in classrooms / schools, why would we send new teachers into classrooms with less knowledge, skills, and experience? The purpose of this presentation is to share preliminary findings of a research study investigating the perceived levels of teaching preparedness of graduates from an ITE programs two-semester and four-semester programs.  The findings will be contextualized within a large body of evidence that has identified key strategies that bolster teachers’ entry into the teaching profession and enhance teacher retention. 

2.    Empowering New FSL Teachers: Building Competence and Confidence for Today and Tomorrow 

Jennifer Straub, Wilfrid Laurier University 

Early career teachers often face unique challenges in delivering high-quality French as a Second Language (FSL) instruction. Limited experience, uncertainty about language proficiency, and gaps in pedagogical knowledge can undermine confidence and effectiveness. These challenges raise critical questions: How can Initial Teacher Education (ITE) programs and professional communities collaborate to ensure new FSL teachers are prepared not only for today s classrooms but for the evolving demands of tomorrow?

This session examines how initiatives funded by the FSL Challenge Fund (Ministry of Colleges and Universities) address these needs through targeted supports that strengthen both language proficiency and instructional practice. Participants will explore:

• Language Development Supports: Immersion experiences and upgrading programs that enhance teachers  own French skills, fostering authentic communication and confidence.

• Targeted Professional Learning: Workshops and resources that deepen understanding of effective FSL methodologies, inclusive practices, and assessment strategies. 

• Innovative Tools and Resources: Digital platforms and culturally relevant materials that engage learners and adapt to diverse classroom contexts. 

By engaging with these strategies, school systems, ITE programs, professional associations, and school boards can collectively empower new FSL teachers to thrive in complex educational landscapes. This session invites dialogue on how these initiatives not only improve teacher readiness but also advance student success and sustain interest in FSL education.