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2013-14 CONSECUTIVE BACHELOR OF EDUCATION PROGRAM ONLINE APPLICANT PROFILE

Privacy Statement:

The University of Toronto respects your privacy. The information on this form is collected pursuant to section 2(14) of the University of Toronto Act, 1971. It is collected for the purpose of administering admission, registration, academic programs, university-related student activities, activities of student societies, financial assistance and awards, graduation and university advancement, and for the purpose of statistical reporting to government agencies. At all times it will be protected in accordance with the Freedom of Information and Protection of Privacy Act. If you have questions, please refer to www.utoronto.ca/privacy or contact the University's Freedom of Information and Protection of Privacy Office at 416 946-5835, Room 201, McMurrich Bldg., 12 Queen's Park Crescent, Toronto, ON, M5S 1A1.

Important Notes:

Read all instructions here and in the OISE Consecutive Bachelor of Education Application Handbook before
completing your Profile. Detailed information about completing the Applicant Profile can be found on pages 15 - 17 of theOISE Consecutive Bachelor of Education Application Handbook.

Deadline to submit Profile: December 10, 2012


The OISE online Applicant Profile website will remain open for editing until midnight on December 10, 2012, however, there will be no technical support available after 4:30 p.m. Applicants are advised to make their initial submission of their Applicant Profile before 4:30 p.m. There will be no extensions granted due to technical difficulties after 4:30 unless we are able to confirm a system-based failure. After December 10, 2012 you will be able to view your responses but will not be able to make any changes.

When you submit your Applicant Profile for the first time, you will receive an email acknowledging receipt.
You are advised to keep a copy of this email for your records.

This version of the Applicant Profile can only be used in support of an application to the 2013-14 session. You must provide a response to each of Part One and Part Two and the Verification Contact Information.
Respond in relation to the specific instructions in each part.

A Demographics form is included with this Profile. An English Language Proficiency form is included with this Profile. All documents submitted in support of your application become and remain the property of the University. You can print a copy of your completed Profile for your records; however, paper copies of this Profile will not
be accepted for evaluation.

You must use a TEAS Application Form, submitted to the Ontario Universities' Application Centre, in order
to apply for the Consecutive Bachelor of Education program at OISE. The Applicant Profile Form is not sufficient by itself to complete your application.

Personal Information: Please enter your name exactly as you did on the TEAS Application Form. Surname Chang Given Names Mu Yun OUAC Reference # 2013759368 Email jaqyung@gmail.com Program Selection: Choose and check only one of T10, T20, or T30 below. Your entry must parallel your selection on your TEAS application form. Technological Education applicants do not use this form (use the Technological Education Profile instead). OUAC User ID IT2718300

T10 - Primary/Junior (Grades J/K to 6)

IET Admissions Category: Check this box if you are an internationally educated teacher (IET) and wish to be considered in the IET Admission Category. (See page 21 of the OISE Consecutive Bachelor of Education Application Handbook for information about the IET Admission Category.)

At least one of the 3 experiences that you describe in Part 1 of this Profile must be your international teaching experience. You must also submit a hard copy document which confirms that experience. (e.g. work letter, certificate of service, etc) What document are you submitting? Reference letter from Head of English department in Taipei international school Kuala Lumpur . What formal education had you completed in preparation for your international teaching certification? Advanced diploma in TESOL (You must submit an official transcript for this program as part of your application documents.)

Catholic Education: If your application is successful, would you be interested in taking the LEARNING AND BELIEVING IN CATHOLIC SCHOOLS COURSE?

Yes Please see the Student Guide Website for information about this course.

2013 APPLICANT PROFILE


OISE's Equity Policy and Admissions Commitments
OISE is strongly committed to social justice in everything it does. This means that we are committed to the just treatment of each individual member of our community and the communities we serve. It also means that we are especially vigilant to ensure that differences are not treated in ways that produce direct or indirect forms of discrimination. Our commitment to social justice also means that those with whom we work and live who experience individual or systemic discrimination, for whatever reason, are provided with the means to overcome social and physical disadvantages, to the best of our ability. Profile responses that are contrary to OISE's equity policy will be judged "Insufficient".

In the Consecutive Bachelor of Education program, OISE is committed to:

admitting teacher candidates with the potential of becoming excellent teachers and educational leaders; admitting a diverse group of teacher candidates that reflects the diverse student body in Toronto and
Ontario schools; and,

admitting teacher candidates who show an openness and commitment to working towards equity in diverse
classrooms and schools.

Completing the Profile Read the two questions before responding. Avoid repeating information in your responses to the questions. Be as specific as possible in your responses to the questions. Although the persons assessing your Profile (OISE faculty members and local educators) are knowledgeable about teaching, they do not know you. Try to be yourself and let your personality and your enthusiasm for teaching and learning come across. Keep in mind that your communication skills are also being evaluated. Part One Introduction This question is an opportunity for you to show that you have learned about teaching and learning through reflecting on your experiences. In answering this question, consider a wide range of experiences, such as peer tutoring, classroom/school experience, ongoing service to the community, work experience, coaching,

leadership of clubs, supply teaching, working with people with special needs, experience with nongovernmental organizations, teaching overseas, camp counselling, involvement in faith-based teaching activities, parenting, and mentoring apprentices or co-operative education students. As the above examples suggest, the experiences need not be in schools or with children. Also note that the 3 experiences you describe must not be in the same setting and that at least 1 experience must demonstrate your preparation to teach a group. Expectations In your response, our Evaluators expect that you will: describe 3 experiences that are in at least 2 different settings include at least 1 experience that demonstrates your preparation to teach a group from 1 of the experiences, describe 1 specific interaction between you and a learner or group of learners describe what you learned about teaching and learning from the interaction describe how this learning came from the interaction describe what specific action(s) you will take to apply this learning in your work in schools Questions - When answering these questions, refer to the above introduction and expectations (A) Describe three experiences that you believe prepared you for a career in teaching. Identify the setting for each experience and specify what you did in each experience that you believe prepared you. You may use point form. There is a 150 word limit (50 words per experience). In a teaching practicum in Sydney, I was working with Sudanese refugee kindergarten students with limited knowledge of English. I needed to use body i) language to get them to understand me.In 6 months, they amazed me with their ability to learn a new language

I taught English to an ESL group in a primary school in Taiwan, where knowledge and use of English was minimum. After a year of intensive training ii) (songs,activities,readings, drama etc) they passed their English standardized test with flying colours, one even got full marks !

I tutored a year 7 girl Maths in Sydney. She couldn't do long multiplication so I had to iii) start from basic. At times,it was frustrating and a lot of patience and time was needed but her improvement from F to B- was definitely worth it all!! (B) Describe 1 specific interaction you had with a learner or group of learners during one of these experiences. Include what you did or said and what the learner(s) did or said. What did you learn about teaching and learning from this specific interaction? What specific action(s) will you take to apply this learning in your work in schools? Use full sentences. There is a 250 word limit. I was doing a group activity which required each group to make a poster depicting "Pros and Cons different education system in the east and west" . We were having a debate between two groups when one of the student said, "Ma'am, you were educated in an Irish convent and now you are teaching in an Asian school. Which education system do you think is better?". This question got me thinking about these differences and the adaptation I had to make to my teaching method to suit the learning styles of different students in different countries. I learned each country education system have its good and bad, and I have mix and match to choose the best part of it and utilize it in my classroom to enable optimum learning.

Identify which of the three experiences in (A) is the basis of your response in (B). ii) Verification Contact Information: Refer to page 17 in the OISE Consecutive Bachelor of Education Application Handbook before you prepare your response. In relation to the experience that you have used as a basis of your response in Part One question (B), please provide the following: Name of a person whom we may contact to verify the experience William Khoo What is/was your Verifier's role in relation to this activity? Examiner What was the start date of this activity? July 2011 (specify month/year) What was the end date of this activity? December 2011 (specify month/year, or "continuing") Was this activity continuous? Yes

Verifier's Contact Information: Business PhoneEmail: williamkhoo@kingsley.edu.my

Address:

0166077501(Malaysia) Kingsley international school Jalan Putra Mahkota 7/8 E Putra Heights 47650 Subang Jaya

NOTE: Profiles without Verification Contact Information will not be evaluated.

Part Two Introduction This question is an opportunity for you to demonstrate how your life experience and/or personal background will inform your work in diverse classrooms and schools with those who are traditionally underserved in the educational system. Applicants who consider themselves to be members of a group traditionally under-represented in the teaching profession are encouraged (but not required) to elaborate on this. In considering diverse classrooms and schools, the differences that characterize teachers, students and families include, but are not limited to ancestry, culture, ethnicity, gender, gender identity, language, physical and intellectual ability, race, religion, sex, sexual orientation, and socio-economic status (this list is from Ontario's Equity and Inclusive Education Strategy, 2009), as well as social class, place of origin, and citizenship. Some students will experience different treatment and face barriers to learning and obtaining needed service because of their membership in one or more demographic, geographic, and/or economic populations. Examples of populations or groups that are traditionally underserved include but are not limited to: First Nations, Inuit, and Metis peoples; visible/racial minorities; people with disabilities; people living in poverty; linguistic minorities; immigrants and refugees; lesbian, gay, bisexual, transgendered, and two-spirited people. Therefore, addressing issues of underservice, equity, and access are paramount in the provision of education services to this population. Expectations In your response, our Evaluators expect that you will: Describe an aspect of your life experience and/or personal background that demonstrates your commitment to working towards equity

Describe how this life experience and/or your personal background demonstrates an openness and/or commitment to working towards equity in diverse classrooms and schools Describe what actions you will take as a teacher to develop your relationships with students, families, and communities that are traditionally underserved in the educational system Describe how these actions draw on/from your life experience and/or personal background Question - When answering this question, refer to the above introduction and expectations

Describe an aspect of your life experience and/or personal background that shows "an openness and commitment to working towards equity in diverse classrooms and schools" (OISE Admissions Commitment). Drawing on this life experience and/or personal background what specific actions would you take as a teacher to develop your relationships with students, families, and/or communities that are traditionally underserved in the educational system? Use full sentences. There is a 300 word limit. I was born in india, educated in an irish convent, completed bachelor in Taiwan, did one year Master in Australia,worked in YMCA children services and finally worked one year contract as a teacher in Malaysia. With my diverse background, I am very adaptable and open to different types of people. I have also worked with special needs children (ADHD,ADD,ODD,Autistic) and disabled adults in the YMCA. I think each student is unique and different so as their teacher I should get to know their learning style and interest in order to facilitate their learning. I would also discuss and update their parents on a regular basis to monitor their academic progress. The schools I've worked in have always celebrated multicultural days. Equal care and respect are always taught to my students for who they are not what they look like.

ENGLISH LANGUAGE PROFICIENCY


All prospective candidates to the Consecutive Bachelor of Education program are required to provide evidence of an acceptable level of proficiency in both written and oral English. This form is intended to help to identify how you fulfill this requirement.

See pages 18 - 20 of the OISE Consecutive Bachelor of Education Application Handbook for information about OISE's English Language Proficiency Policy.

A:

What is your mother tongue or first language? ('Mother Tongue' or 'First Language' means the primary language that you learned in your home as a child.)

English

DEMOGRAPHICS
In this section, we invite you to tell us more about your background and identity. Your responses are voluntary and this information will not be used in making admission decisions. After the admission decisions are made, this information will help us (1) check that our admissions processes were fair to all groups of applicants, (2) develop services that are relevant for our future teacher candidates, and (3) plan our future outreach to potential applicants.

A: Did one or more of your parents or guardians attend college or university? No B: Please select the response or responses that best identify your racial identity (based on Statistics Canada's July 2008 classification): Chinese C: If you consider yourself to be a person with a Disability, please select the response or responses that best identify you:
(according to Statistics Canada, "Disability" refers to difficulties with daily activities and the reduction in the amount or kind of activities due to physical or mental conditions or health problems)

I do not consider myself to be a person with a disability D: Do you consider yourself to be gay, lesbian, bisexual, transgender, two-spirit or queer? No E: Please select the response that best identifies your religion (based on Statistics Canada's 2001 classification): Christian

CERTIFICATION STATEMENT: I affirm that the information that I have provided in all sections of the online Applicant Profile and related forms is true. I have completed the Applicant Profile and related forms myself. All information provided is based on my personal experiences and is stated in my own words.

I authorize the University of Toronto to verify any information provided as part of this application. I understand that the discovery and proof that any given information is plagiarized, false or misleading could invalidate my application and result in immediate rejection or revocation of my admission and/or registration if I have been admitted. I accept that information on academic misconduct and/or falsified documents may be shared with the faculties of education and universities across Canada. My application for admission to the Consecutive Bachelor of Education program at OISE constitutes acceptance on my part of the admission requirements, policies and procedures of the University of Toronto and of the methods by which prospective candidates are chosen for this program. I have read, and I understand the instructions provided with this online Profile and in the OISE Consecutive Bachelor of Education Application Handbook; including information about admission requirements and the selection of candidates, completing the Applicant Profile, Demographics collection, and English language proficiency. I understand that my disclosure of personal information on the Demographics form is voluntary and that this information will not be used in making admission decisions. I understand that my application will not be assessed without satisfactory evidence of an acceptable level of proficiency in both written and oral English. I have read the Privacy Statement. I agree that the information that I am providing may be used by the University of Toronto for the purpose of administering admission, registration, academic programs, university-related student activities, activities of student societies, financial assistance and awards, graduation and university advancement, and for the purpose of statistical reporting to government agencies. I understand that at all times my information will be protected in accordance with the Freedom of Information and Protection of Privacy Act. I Agree

Profile Last Updated: 2013-03-06 21:18:04 Profile First Submitted: 2013-03-05 12:04:19
2013-03-06 21:18:14

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