Graduate Teaching Fellowship Postings

Graduate Teaching Fellows (GTFs) are graduate students who serve as the sole instructor of a course. The GTF is responsible for all aspects of curriculum and assessment. Most fellowship nominations are adjudicated by the Fellowship Committee of the School of Graduate Studies through annual competitions. Others are administered by departments.

On behalf of the Faculty of Education, applications are invited for Graduate Teaching Fellowships for the following Summer 2025 Education courses. These positions are conditional upon course enrolment numbers.

Note: Below you will find three types of courses: GDE/PME courses; BEd courses; and TEMS courses. At the end of each section, you will find the required qualifications and job requirements for teaching in that program. Application instructions – which are the same for all programs – can be found at the very bottom of this page.

Posted on: February 6, 2025
Deadline to apply: February 13, 2025

 

Graduate Diploma in Education / Professional Master of Education (GDE / PME) Courses

GDE/PME 815 Digital Literacy – 0.5 credit course
This course will introduce participants to what it means to implement critical digital literacy skills in their professional and everyday lives. The course will explore emerging digital technologies, how to use the tools effectively, and consider the implications of what it means to be digitally literate in our current context.

Location: Asynchronous, online. Note: this is a predeveloped course.
Schedule: Summer term (July 7– August 22, 2025)
Approx. Enrolment: 40

GDE/PME 826 Using Classroom and Large-Scale Assessment Data – 0.5 credit course
This increasing emphasis on school accountability and improvement places demands on teachers and administrators to be able to interpret the meaning of assessment results. These data often form the foundation for setting priorities and setting targets. Given the importance of these activities, it is critical that data users be able to identify the strengths and limitations of these data in supporting decision-making.

Location: Asynchronous, online. Note: this is a predeveloped course.
Schedule: Summer term (July 7– August 22, 2025)
Approx. Enrolment: 40

GDE/PME 842 Literacy Development – 0.5 credit course
This course introduces students to the components of literacy, including phonological awareness, decoding, reading comprehension, vocabulary, reading fluency, and others. Participants will gain an understanding of how these components interact to contribute to literacy development in a range of readers.

Location: Asynchronous, online. Note: this is a predeveloped course.
Schedule: Spring term (May 5 – June 20, 2025)
Approx. Enrolment: 40

PME 878 Experiential Practice in Education – 0.5 credit course
This opportunity for experiential learning entails an authentic work/teaching opportunity for students enrolled in the Professional Masters of Education program. The course gives students the opportunity to initiate their own practical learning experience that connects their previous course-based learning to practical contexts through teaching, action-based inquiry, or professional experiences related to their chosen concentration of study. The course will be supervised and work evaluated by an instructor, and will include the opportunity for collaborative peer feedback and discussion as students proceed through setting up and implementing their chosen projects. The grading will be Pass/Fail. 

Location: Asynchronous, online. Note: this is a predeveloped course.
Schedule: Spring term (May 5 – June 20, 2025)
Approx. Enrolment: 40

GDE/PME Qualifications and Job Requirements
In-depth knowledge and experience in teaching in the subject area. Demonstrated interpersonal and teaching skills, including the ability to collaborate and work with faculty members, staff, and students with diverse backgrounds. Graduate Teaching Fellows are the instructors of record for the course and carry full responsibility. Duties include responding to student queries, grading assignments, and reporting grades.

Graduate Teaching Fellows are expected to comply with all Faculty of Education and Queen’s University Policies. Candidates must be prepared to work outside of the regular 9-5 work week. Must have a valid SIN at time of application and for the duration of the course. Must be a current PhD student at Queen’s University with advanced progress in the doctoral program with completed comprehensive examinations. Preference will be given to qualified PhD students who have not previously had a Graduate Teaching Fellowship.

 


Bachelor of Education (BEd) Courses

CURR 386 Numeracy – 0.25 credit course  
Provides opportunities for teacher candidates to explore some of the topics briefly introduced in CURR 383, but in much more detail. Topics include theoretical and practical issues regarding: i. numeracy teaching and learning in Kindergarten classrooms; ii. adolescent numeracy; iii. supporting students who struggle with numeracy competency and iv. numeracy connections that support learning.

Location: Queen’s campus in Kingston
Schedule: July 2025 – weekdays – specific schedule TBD
Approx. Enrolment: 40

PROF 310 Self as Professional – 0.5 credit course  
Introduction to professional judgement and decision making as it relates to the beginning teacher. Exploration of legal rights and responsibilities as professionals and reflection on and thinking critically about experiences in classrooms and host schools, adapting practices for exceptional learners, and addressing equity issues faced in schools.

Location: Queen’s campus in Kingston
Schedule: July 2025 – weekdays – specific schedule TBD
Approx. Enrolment: 60 to 100

PROF 505 Meeting the Needs of Learners – 0.25 credit course 
This course brings together concepts, ideas and understandings introduced in practicum and on-campus learning, as well as thinking and practices initiated through such Ministry of Education documents as Learning for All; the School Effectiveness Framework; Growing Success; the First Nation, Metis and Inuit Education Policy Framework, and others. Candidates will deepen their understanding of Universal Design for Learning and Differentiated Instruction, as well as other practices, and improve their ability to plan and implement these kinds of approaches in order to respond to all their students and tailor their instruction appropriately.

Location: Queen’s campus in Kingston
Schedule: July 2025 – weekdays – specific schedule TBD
Approx. Enrolment: 70 to 110

PROF 508 Teaching Grades 7 and 8 – 0.25 credit course
As teachers of Grades 7 and 8, you will be working with students who are going through a period of profound physical, social and intellectual change. The unique context of the Grade 7/8 classroom and the unique characteristics of the adolescent learner requires that as a teacher of these grades, you apply specialized instructional content, and, pedagogical and dispositional strategies to achieve success with students. The purpose of the course is to help you respond to the characteristics of the adolescent learner and provide you with strategies and resources to motivate and actively engage them in learning.

Location: Queen’s campus in Kingston
Schedule: Two sections – June and July 2025 (please specify if you are applying for just June, just July, or both). Weekdays – specific schedule TBD.
Approx. Enrolment: 40

PROF 502 Introduction to Indigenous Studies for Teachers – 0.167 credit course [Late addition – application deadline for this course is February 21
This course will examine the history, culture, and diversity of Indigenous Canadians. It will also introduce teacher candidates to the concept of culture-based education, and will aid them in finding ways to integrate Indigenous perspectives into their classrooms. Finally, it will discuss the realities of life in Northern Canada.

Location: Queen’s campus in Kingston
Schedule: June 2025 – weekdays – specific schedule TBD
Approx. Enrolment: 100 
 

BEd Qualifications and Job Requirements
In depth knowledge and experience in teaching in the subject area. Demonstrated interpersonal and teaching skills, including the ability to collaborate and work with faculty members, staff, and graduate students with diverse backgrounds. Graduate Teaching Fellows are the instructors of record for the course and carry full responsibility. Duties include planning, preparing class materials, teaching, meeting with and/or responding to student queries, grading assignments, and reporting grades.

Graduate Teaching Fellows are expected to comply with all Faculty of Education and Queen’s University Policies. Candidates must be prepared to work outside of the regular 9-5 work week. Must have a valid SIN at time of application and for the duration of the course. Must be a current graduate student at Queen’s University. Preference will be given to qualified PhD students who have not previously had a Graduate Teaching Fellowship.

 


Technological Education Multi-Session (TEMS) Program Courses

CURR 368 Curriculum Dev In Tech Ed, Pt1 – 0.5 credit course  
The ability to teach effectively depends to a large extent on a teacher's ability to act as a curriculum planner for both long and short term planning. Readings, discussions, and activities are used to combine research and teacher candidates' experience in order to become curriculum planners in broad-based technology. Introduction to concepts, practices, and processes of the curriculum field. Teacher candidates use this knowledge, and their professional and school experiences to articulate models of curriculum, assessment, and evaluation that will guide their practice as curriculum planners. CURR 368 gives candidates the opportunity to understand curriculum guidelines and how they are translated into curricular possibilities for Grades 9 to 12. Candidates complete a project and project report for Grade 9, discuss possible curricular approaches for Grade 10, and articulate a proposal for a Grade 11 or 12 community-based project.

TEMS Location: Queen’s campus in Kingston – in-person
Schedule: July 2025 – weekdays – specific schedule TBD
Approx. Enrolment: 70

PROF 310 Self as Professional – 0.5 credit course  
Introduction to professional judgement and decision making as it relates to the beginning teacher. Exploration of legal rights and responsibilities as professionals and reflection on and thinking critically about experiences in classrooms and host schools, adapting practices for exceptional learners and addressing equity issues faced in schools.

TEMS Location: Queen’s campus in Kingston – in-person
Schedule: July 2025 – weekdays – specific schedule TBD
Approx. Enrolment: 50

TEMS Qualifications
Successful primary or intermediate-senior teaching experience preferred. Thorough knowledge of Ontario schools, curricula, and policies. Demonstrated interpersonal skills and teaching ability. Ability to collaborate and work with faculty members, staff, and teacher candidates of diverse backgrounds. Related graduate degree (Ph.D. or M.Ed.) preferred, or equivalent (extensive experience of relevance to the position) may be considered. If applicable, proof that you are a member in good standing with the provincial teacher certification organization (e.g. OCT). Previous successful experience teaching in pre-service teacher education programs will be an asset.

Experience in using onQ/D2L or other online classroom platforms/learning management systems (Moodle, Blackboard, Canvas). Ability to use the learning management system (onQ/D2L) tools to interact with students. For example, the ability to participate in classroom discussion boards, grade students’ discussion contributions, grade assignments.  Working knowledge of current online technologies and social media.

 


Application Instructions

These application instructions are for all of the courses listed above, regardless of program.
The process of assigning a qualified graduate student to this position is outlined in the Collective Agreement between the Public Service Alliance of Canada (PSAC) and Queen’s University. Applications will be reviewed, and the position allocated in reference to candidates’ teaching and academic experience as it applies to the course subject field and in reference to the candidates’ priority for a Graduate Teaching Fellowship as specified by the Collective Agreement.

Submit applications in ONE PDF file to employment.education@queensu.ca addressed to Dr. Lindsay Morcom, Associate Dean, Graduate Studies Faculty of Education. The file should be saved using the format last name, first name. Only those applicant(s) who will be offered a Graduate Teaching Fellowship will be contacted.

A complete application consists of: 
a)    a cover letter (for each course you are applying to outline your relevant experience, OCT certification, PhD field of study, and any teaching experience). 
b)    a statement regarding Canadian citizenship / permanent resident status (e.g., “I am a Canadian citizen / permanent resident of Canada”; OR “I am not a Canadian citizen / permanent resident of Canada”). 
c) a complete and current curriculum vitae (C.V.). 
d) a copy of your transcript(s) and other materials of the applicant’s choice to support the application (for example, a teaching dossier).
e) the names and contact information of two referees.
The University invites applications from all qualified individuals. Queen’s is strongly committed to employment equity, diversity, and inclusion in the workplace and encourages applications from Black, racialized/visible minority and Indigenous/Aboriginal people, women, persons with disabilities, and 2SLGBTQ+persons. 

 


Accommodation Requests

If you require a timetable or practicum location accommodation, please follow the process for submitting Tier 1, 2, or 3 requests. More information on this process can be found here (https://www.queensu.ca/provost/teaching-and-learning/university-timetabling/information-for-instructors). To submit your Tier 2 or 3 request, please email edudeans@queensu.ca. 

Posted on: February 6, 2025
Deadline to apply: February 13, 2025