Graduate Teaching Fellowship Postings

On behalf of the Faculty of Education, applications are invited for Graduate Teaching Fellowships (GTFs) for the following Fall/Winter 2026-2027 Education courses. These positions are conditional upon course enrolment numbers. Please note: this posting is to fill an existing vacancy within the University.

Posted on: Wednesday, May 13, 2026

Deadline to apply: Tuesday, May 27, 2026

Note: Below, you will find the following types of courses:

BEd (Bachelor of Education)
Multi-session Program
- Technological Education Multi-session Program (TEMS)
- French as a Second Language Multi-session Program (FSLM)
- Indigenous Teacher Education Program (ITEP)

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 posting.

Rate of Pay: $9,924 per half-credit (0.5) course (plus pay in lieu of benefits and vacation).

Bachelor of Education (BEd) Courses

CURR 355 Language and Literacy (PJ) – 0.5 credit course

Teacher candidates will be introduced to instructional practice in the language arts. The course will examine instructional principles for the teaching of the following components of literacy: phonemic awareness, phonics, fluency, vocabulary and reading comprehension, the writing process, the use of informational and narrative texts from JK to grade 8. Teacher candidates will be introduced to the Ontario literacy documents and Language curriculum.

Location: Queen’s campus in Kingston
Schedule: Fall/Winter (August 31, 2026 – April 30, 2027)
Approx. Enrolment: 40

CURR 385 Social Studies (PJ) – 0.25 credit course

Provides teacher candidates with the opportunity to enhance skills, attitudes and understandings to enable them to teach, learn and function as informed citizens in a culturally diverse society and world. Candidates explore ways to study communities, heritage, history, and geography, using the Ontario curriculum documents and a variety of strategies and resources.

Location: Queen’s campus in Kingston
Schedule:
- Fall (August 31, 2026 – December 31, 2026)
- Winter (January 4, 2027 – April 30, 2027)
Approx. Enrolment: 40

CURR 635 History Teaching and Learning: Curriculum and Practice (IS) – 1.00 credit course

Engages students in approaches to making meaning from the past, including the discipline of history, citizenship education and narratives emerging from our social, political and cultural contexts. Offers an orientation to curriculum interpretation and delivery, inquiry processes, historical and critical thinking, lesson- or unit-design and a variety of pedagogical approaches in history. The course invites students to explore and evaluate a range of teaching and learning resources including print and electronic.

Location: Queen’s campus in Kingston
Schedule: Fall/Winter (August 31, 2026 – April 30, 2027)
Approx. Enrolment: 40

PROF 210 Self as learner (PJIS) – 0.5 credit course

An introduction to planning for learning for Primary-Junior, Intermediate-Senior, and Technological Education candidates. This course explores universal design for learning, literacy, and diversity, with an emphasis on the use of assessment and evaluation as supports for learning. The learning needs of exceptional learners and the use of equitable instruction will be highlighted. The portfolio will be used as an individual documentation of learning.

Location: Queen’s campus in Kingston
Schedule: Fall/Winter (August 31, 2026 – April 30, 2027)
Approx. Enrolment: 100

PROF/PRAC 410 Theory and Professional Practice (0.25 credit course) & Practicum (PJ)

Introduction and extension of learning to connect practicum experiences with on-campus learning and to develop the process of constructing and documenting professional knowledge. This course emphasizes understanding and improving learning and teaching and associated classroom practices.

Note: The person acts as "Faculty Liaison" (or Practicum supervisor) for their teacher candidates and is expected to comply with all Faculty and University policies related to Practicum supervision in a timely manner. Must have a valid driver’s license and be prepared to commute to your assigned schools. Travel as per Queen’s University policy.

Location: PROF 410 is in Kingston. The practicums take place in Ontario schools within the designated catchment area, which includes 28 district school boards spanning from Burlington to Cornwall. Travel outside of the Kingston area will be required.
Schedule: Fall/Winter (August 31, 2026 – April 30, 2027)
Approx. Enrolment: 16-20

PROF/PRAC 411 Theory and Professional Practice (0.25 credit course) & Practicum (IS)

Note: The person acts as "Faculty Liaison" (or Practicum supervisor) for their teacher candidates and is expected to comply with all Faculty and University policies related to Practicum supervision in a timely manner. Must have a valid driver’s license and be prepared to commute to your assigned schools. Travel as per Queen’s University policy.

Location: PROF 411 is in Kingston. The practicums take place in Ontario schools within the designated catchment area, which includes 28 district school boards spanning from Burlington to Cornwall. Travel outside of the Kingston area will be required.
Schedule: Fall/Winter (August 31, 2026 – April 30, 2027)
Approx. Enrolment: 16-20

PROF 504 Educational Technology as a Teaching and Learning Tool (PJIS) – 0.25 credit course

This course will explore the integration of educational technology as a tool to support teaching and learning in K-12 classrooms. The range of topics will include Internet literacy and technologies that support student learning in various domains, group collaboration and personal expression. Particular attention will be paid to assistive technology and its use with special needs students. In small groups, participants will design technology-involved solutions to specific teaching and learning problems. Participants' technology-related presentation skills will be expanded through the creation of rich-media presentations of their design solutions.

Location: Queen’s campus in Kingston
Schedule: Fall (August 31, 2026 – December 31, 2026)
Approx. Enrolment: 60

FOUN 100 Psychological Foundations of Education (PJIS) – 0.167 credit course

This course introduces teacher candidates to the psychological foundations of education. It involves readings, lectures, group activities and presentations. Topics covered will include theories that relate to classroom teaching and an exploration of mental health issues as well as the role of educators in supporting student's mental health.

Location: Queen’s campus in Kingston
Schedule: Fall 2026 (November/December)
Approx. Enrolment: 450

FOUN 101 Foundations of Assessment (PJIS) – 0.167 credit course

This course introduces teacher candidates to the foundations of classroom assessment and evaluation. Students will engage in examining assessment theory, policy, and practice in relation to the current context of contemporary schooling. Emphasis will be placed on the intersection of assessment practices and principles of teaching and learning. Specifically, topics related to assessment for learning and assessment of learning will be covered in addition to assessment design and principles for fair student assessment.

Location: Queen’s campus in Kingston
Schedule: Winter 2027 (January only)
Approx. Enrolment: 450

FOUN 102 Historical and Philosophical Foundations (PJIS) – 0.167 credit course

This course introduces teacher candidates to the study of history and philosophy of education. Students will have opportunities to interrogate contemporary educational structures and challenges in light of philosophical worldviews and positions, as well as historical continuities and changes. The course offers teacher candidates a space to consider how philosophy is a practical means of informing and guiding educational practice, and how the history of education serves to contextualize and problematize pedagogical practice.

Location: Queen’s campus in Kingston
Schedule: Winter 2027 (April only)
Approx. Enrolment: 450

EDST 227 Understanding Literacy in the Elementary School (PJIS) – 0.5 credit course

This course will examine how theories in reading and writing acquisition can be translated into practice. Topics covered in depth will include historical and theoretical perspectives of reading and writing, literacy development from emergent literacy to adolescent reading, literacy integration across the curriculum, the role of children's literature, social and cultural influences on literacy, and the impact of media and technology on reading and writing.

Location: Queen’s campus in Kingston
Schedule: Fall/Winter (August 31, 2026 – April 30, 2027)
Approx. Enrolment: 40

FOCI 227 Literacy in the Elementary School (PJIS) – 0.5 credit course

This course will extend topics in reading and writing at the elementary level and provide teacher candidates with opportunities to examine word recognition skills and processes, comprehension strategies and theories, reading and motivation, issues of assessment, and current trends in literacy research. Teacher candidates will have opportunities to explore specific literacy programs and interventions, and consider various roles in literacy education across schools, school boards, and organizations that support reading and writing development.

Location: Queen’s campus in Kingston
Schedule: Fall/Winter (August 31, 2026 – April 30, 2027)
Approx. Enrolment: 40

EDST 295 Understanding Exceptional Learners (PJIS) – 0.5 credit course

This course addresses understanding research, resources, and practices relevant to teaching exceptional children and adolescents in the regular classroom. A range of exceptionalities are considered including students with learning disabilities, chronic health conditions, Autism Spectrum Disorders (ASD), mental health concerns, developmental delays, giftedness, and behaviour and emotional difficulties. Teacher candidates consider how students learn, how to help exceptional students achieve success, and how to collaborate with parents and other professionals. The course emphasizes creating a classroom context where each student is valued.

Location: Queen’s campus in Kingston
Schedule: Fall/Winter (August 31, 2026 – April 30, 2027)
Approx. Enrolment: 40-60

FOCI 295 Teaching Exceptional Learners (PJIS) – 0.5 credit course

This course addresses teaching exceptional children and adolescents in an inclusive classroom. Exceptional learners include, among others, those with learning disabilities, chronic health conditions, Autism Spectrum Disorders (ASD), mental health concerns, developmental delays, giftedness, and behaviour and emotional difficulties. The course offers opportunities to learn from: experience, workshops, reading, and peers; to differentiate instruction to meet the needs of all learners; to develop competence and confidence in teaching exceptional learners; and to provide leadership in this area. The organization is experiential, self-directed, and collaborative, within a group that shares an interest in working with exceptional learners.

Location: Queen’s campus in Kingston
Schedule: Fall/Winter (August 31, 2026 – April 30, 2027)
Approx. Enrolment: 40-60

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) Courses

PROF 417 Theory and Professional Practice – 0.25 credit course

*Blended format – partially in person, partially online

Focuses on connecting practicum experiences with on-campus learning and introduces the process of constructing and documenting professional knowledge. This course emphasizes understanding and improving teaching and learning and associated classroom practices.

TEMS Location: (Please specify which area you are applying for)
- Greater Toronto Area
- Queen’s campus in Kingston
TEMS Schedule: Fall 2026: September 19-20, October 24-25, November 21-22, December 12-13
Approx. Enrolment: 40

PROF 502 Introduction to Indigenous Studies for Teachers – 0.167 credit course

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.

TEMS Location: Queen’s campus in Kingston
TEMS Schedule: Fall 2026: September 19-20, October 24-25, November 21-22, December 12-13
Approx. Enrolment: 40

PROF 504 Educational Technology as a Teaching and Learning Tool – 0.25 credit course

TEMS Location: (Please specify which area you are applying for)
- Greater Toronto Area
- Queen’s campus in Kingston
TEMS Schedule: Fall 2026: September 19-20, October 24-25, November 21-22, December 12-13
Approx. Enrolment: 40

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.

TEMS Location: (Please specify which area you are applying for)
- Greater Toronto Area
- Queen’s campus in Kingston
TEMS Schedule: Winter 2027: January 16-17, February 6-7, March 6-7, and April 3-4
Approx. Enrolment: 40

PROF 506 English Language Learners – 0.5 credit course

The diversity in Ontario's classrooms requires every teacher to know the policy and program implementation in supporting a fast growing student population of English Language Learners - both Canadian-born and newcomers from other countries including international students. This course is designed to explore the relationships between the learning of the English language and the learning of school contents through English in order to maximize learning in the classroom.

TEMS Locations: Greater Toronto Area
TEMS Schedule: Fall/Winter: September 19-20, October 24-25, November 21-22, December 12-13, January 16-17, February 6-7, March 6-7, and April 3-4
Approx. Enrolment: 40-50

PROF 507 Transitions and Pathways – 0.25 credit course

This course will examine the transition process that students undertake, starting from elementary to secondary school, through secondary school, and into the variety of post-secondary options currently available. Teacher candidates will explore resources that support a strong commitment to programming that responds to the interests, strengths, needs, and goals of all students. A focus on individual pathways to success will be paramount. This course will also investigate the factors that facilitate or hinder successful transitions and the importance of students, educators, parents/guardians, and the broader community working together to support students in successful career and life planning.

TEMS Location: (Please specify which area you are applying for)
- Greater Toronto Area
- Queen’s campus in Kingston
TEMS Schedule: Winter 2027: January 16-17, February 6-7, March 6-7, and April 3-4
Approx. Enrolment: 40

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 require 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 to respond to the characteristics of the adolescent learner and provide you with strategies and resources to motivate and actively engage them in learning.

TEMS Location: (Please specify which area you are applying for)
- Greater Toronto Area
- Queen’s campus in Kingston
TEMS Schedule: Winter 2027: January 16-17, February 6-7, March 6-7, and April 3-4
Approx. Enrolment: 40

EDST 476 Exceptional Children and Adolescents – 0.5 credit course

An overview of exceptional children and adolescents in the regular classroom, including their identification, inclusion and teaching. Candidates consider how students learn, how teachers can help exceptional students to learn in the classroom, and how teachers can collaborate with parents and other professionals to enhance learning. A range of exceptionalities are considered including students with giftedness, intellectual disabilities, learning disabilities, and behaviour exceptionalities.

TEMS Location(s): Greater Toronto Area
TEMS Schedule: Fall 2026: September 19-20, October 24-25, November 21-22, December 12-13
Approx. Enrolment: 40

FOUN 101 Foundations of Assessment – 0.167 credit course

*Blended format – partially in person, partially online.

TEMS Location: This course will merge multiple cohorts of TEMS teacher candidates and may be taught from Queen’s campus in Kingston or a location in the GTA. One cohort will receive in-person instruction while the other cohort simultaneously receives live-streamed instruction.
TEMS Schedule: Winter 2027: January 16-17, February 6-7, March 6-7, and April 3-4
Approx. Enrolment: 80

FOUN 102 Historical and Philosophical Foundations of Education – 0.167 credit course

*Blended format – partially in person, partially online.

Location: Greater Toronto Area
TEMS Schedule: Fall 2026: September 19-20, October 24-25, November 21-22, December 12-13
Approx. Enrolment: 40

TEMS 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. Successful primary or intermediate-senior teaching experience is an asset. 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.

French as a Second Language Multi-session (FSLM) Course

FOUN 100 Psychological Foundations of Education – 0.167 credit course

*Blended format – partially in person, partially online.

Location: Queen’s campus in Kingston
Schedule: Fall 2026: September 18-20, October 23-25, November 20-22, December 11-13
Approx. Enrolment: 40

FLSM Qualifications and Job Requirements

In depth knowledge and experience in teaching in the subject area. Evidence of excellent teaching in elementary French immersion or core setting is preferred, but not necessary. Demonstrated interpersonal and teaching skills, including the ability to collaborate and work with faculty members, staff, and graduate students with diverse backgrounds. Successful primary or intermediate-senior teaching experience is an asset. 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.

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Merged Multi-Session Courses

These courses merge multiple cohorts of our various Multi-session programs – Technological Education (TEMS), French as a Second Language (FSLM), and Indigenous Teacher Education (ITEP).

PROF 180 School Law and Policy – 0.25 credit course

This course, obligatory for all candidates seeking an Ontario Teacher's Certificate, provides an overview of the legal aspects of teaching in Ontario. Attention is focused on the Education Act, R.S.O. 1990 and the Teaching Profession Act, R.S.O. 1990, and selected regulations supporting these statutes. Teacher candidates receive basic information about the legal duties of education personnel; the teacher's contract of employment and related job security procedures; and the purposes, structure and practices of the teacher associations in Ontario.

Location: TBD. This course will merge multiple cohorts of TEMS, FSLM and ITEP teacher candidates. One cohort will receive in-person instruction while the other cohorts simultaneously receive live-streamed instruction.
Schedule: Fall 2026: September 18-20, October 23-25, November 20-22, December 11-13
Approx. Enrolment: 100

FOUN 100 Psychological Foundations of Education – 0.167 credit course

*Blended format – partially in person, partially online.

Location: TBD. This course will merge multiple cohorts of TEMS and ITEP teacher candidates. One cohort will receive in-person instruction while the other cohorts simultaneously receive live-streamed instruction.
Schedule: Fall 2026: September 18-20, October 23-25, November 20-22, December 11-13
Approx. Enrolment: 100

FOUN 101 Foundations of Assessment – 0.167 credit course

*Blended format – partially in person, partially online.

Location: TBD. This course will merge multiple cohorts of FSLM and ITEP teacher candidates. One cohort will receive in-person instruction while the other cohorts simultaneously receive live-streamed instruction.
Schedule: Fall 2026: September 18-20, October 23-25, November 20-22, December 11-13
Approx. Enrolment: 100

FOUN 102 Historical and Philosophical Foundations of Education – 0.167 credit course

*Blended format – partially in person, partially online.

Location: TBD. This course will merge multiple cohorts of FSLM and ITEP teacher candidates. One cohort will receive in-person instruction while the other cohorts simultaneously receive live-streamed instruction.
Schedule: Winter 2027: January 15-17, February 5-7, March 5-7, and April 2-4
Approx. Enrolment: 100

Merged Multi-Session Course Qualifications and Job Requirements

Please see the Qualification and Job Requirement sections for the relevant programs that are merged. Note that the qualifications that are listed as preferred are, of course, not required – if you believe you are qualified, please apply.

Note: For ITEP programs: Knowledge of Indigenous traditions, culture, and language, along with work experience in Indigenous education settings, particularly First Nation schools, is preferred. Indigenous ancestry is preferred.

Application Instructions

Deadline to apply: Tuesday, May 27, 2026 by midnight

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. Kristy Timmons, Associate Dean, Graduate Studies Faculty of Education. The file should be saved using the format last name, first name. Only those applicants who will be offered a Graduate Teaching Fellowship will be contacted.

A complete application consists of:

a cover letter (for each course you are applying to outline your relevant experience, OCT certification, PhD field of study, and any teaching experience).
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”).
a complete and current curriculum vitae (C.V.).
a copy of your transcript(s) and other materials of the applicant’s choice to support the application (for example, a teaching dossier).
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.

Timetabling Requests

Per article 12.02 in the PSAC 901 Unit 1 Collective Agreement (queensu.ca/facultyrelations/psac%20901-1/collective-agreements/MoAs/LoUs) if you have a timetabling request, you can submit it to edudeans@queensu.ca. We “will make reasonable efforts to adjust or change the Employee’s assignment.”