Graduate Teaching Fellowship Postings

On behalf of the Faculty of Education, applications are invited for Graduate Teaching Fellowships (GTFs) for the following Fall/Winter 2025-2026 Education courses. These positions are conditional upon course enrolment numbers.

Posted on: Thursday, May 8, 2025

Deadline to apply: Thursday, May 15, 2025

Note: Below, you will find three types of courses:

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

2. BEd (Bachelor of Education)

3. Multi-Session, which is divided into three parts:

a. TEMS (Technological Education Multi-Session)

b. ITEP (Indigenous Teacher Education Program Community-Based)

c. Merged Courses (one course delivered to students from more than one Multi-Session program, which can include TEMS, ITEP, and FSLM (Primary Junior French as a Second Language Multi-Session)).

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.

Available Positions

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

GDE/PME 801 Cultivating Creativity – 0.5 credit course

[July-August 2025 – application deadline for this course only is May 12. All other courses on this page are for Fall/Winter 2025-26]

This course will enable educators across disciplines and contexts to infuse their practice with creativity-nurturing approaches, structures, and dispositions. Educators will engage in projects that exercise their creativity while exploring theoretical understandings of creativity and of how it can be motivated, supported, and assessed.

Location: Asynchronous, online. Note: this is a pre-developed course.

Schedule: Summer term (July 7 – August 22, 2025)

Approx. Enrolment: 40

GDE/PME 801 Cultivating Creativity – 0.5 credit course

Location: Asynchronous, online. Note: this is a pre-developed course.

Schedule: Two sections: Fall (September 15 – November 21) and Winter (January 5 – March 13). Please specify if you are applying for just Fall, just Winter, or both.

Approx. Enrolment: 40

GDE/PME 813 Knowledge Translation and Mobilization – 0.5 credit course

Knowledge translation (KT) and mobilization (KMb) includes efforts to strengthen connections between research, policy and practice in public service sectors. This course looks at the theory, science and practice of KT/ KMb in order to enable practitioners to find, share, assess and apply evidence in their particular professional setting.

Location: Asynchronous, online. Note: this is a pre-developed course.

Schedule: Fall (September 15 – November 21)

Approx. Enrolment: 40

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 pre-developed course.

Schedule: Fall (September 15 – November 21)

Approx. Enrolment: 40

GDE/PME 832 The Connected Classroom – 0.5 credit course

Leaders in classroom practice help learners make strong connections to the world outside the classroom. This course examines the foundations of why, when and how to enlarge the context for learning and explores avenues that yield integrated and authentic learning experiences. Examples of connectedness are found in classrooms that connect to students’ experiences at home, integrate opportunities for informal education, encourage the involvement of community members, foster community service, and cultivate relevant and appropriate uses of the internet. The focus of learning will be on how to trigger, facilitate and enrich learning through outreach activities.

Location: Asynchronous, online. Note: this is a pre-developed course.

Schedule: Fall (September 15 – November 21)

Approx. Enrolment: 40

GDE/PME 841 Critical Foundations of Literacy – 0.5 credit course

This course provides an overview of the history of literacy instruction and currently accepted theories of literacy development. Participants will develop conceptual frameworks to understand literacy from cognitive and sociocultural perspectives and will gain an understanding of the how these different perspectives condition the range of roles and responsibilities of an instructional leader of literacy education.

Location: Asynchronous, online. Note: this is a pre-developed course.

Schedule: Fall (September 15 – November 21)

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 pre-developed course.

Schedule: Fall (September 15 – November 21)

Approx. Enrolment: 40

GDE/PME 862 Finance and Budgeting in Public Service Sectors– 0.5 credit course

This course introduces students to educational finance and explores how funding reflects values of educational systems. It explores different approaches to budgeting used in organizations (line-item; percentage add-on; zero-based; planning, programming, and evaluation systems; performance-based; school site; outcome-focused; and student-based budgeting) and will include a range of practical activities such as budgeting for different areas (such as human resources, instruction, student activities, infrastructure, transportation). Participants will use evidence-based decision-making to analyze funding decisions within formal spaces such as schools, and informal spaces such as community organizations.

Location: Asynchronous, online. Note: this is a pre-developed course.

Schedule: Two sections: Fall (September 15 – November 21) and Winter (January 5 – March 13). Please specify if you are applying for just Fall, just Winter, or both.

Approx. Enrolment: 40

GDE/PME 863 Equity-Focused School Leadership – 0.5 credit course

This course explores the impacts of policy and politics on educational administration, with particular focus on both internal and external influences on schools. Focal points include decision-making, legislation, unions, public opinion, and the media. Course modules will include topics such as Equity-Focused School Leadership, and How to build Equity-Focused Systems.

Location: Asynchronous, online. Note: this is a pre-developed course.

Schedule: Winter (January 5 – March 13)

Approx. Enrolment: 40

PME 894 Introduction to Educational Fieldwork – 0.5 credit course

Students will explore the relationship between practice, literature, investigation, and the ethical responsibilities associated with pursuing deep understanding in practice. This course will help students identify and frame problems of practice, pursue inquiry questions using meaningful approaches, conceptualize data, and mobilize new knowledge.

Location: Asynchronous, online. Note: this is a pre-developed course.

Schedule: Winter (January 5 – March 13)

Approx. Enrolment: 40

GDE/PME Qualifications and Job Requirements

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

PROF 180 School Law and Policy (PJIS) – 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: Queen’s campus in Kingston

Schedule: Two sections: one in Fall for Consecutive BEd students (August 27 – Dec 31, 2025); one in Fall/Winter for Concurrent BEd students (August 27, 2025 – April 30, 2026). Please specify if you are applying for one or both.

Approx. Enrolment: Fall Consecutive section: ~150; Fall/Winter Concurrent section ~300+

PROF/PRAC 410 Theory and Professional Practice & 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 school. 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 26 boards spanning from Burlington to Cornwall. Travel outside of the Kingston area will be required.

Schedule: Fall/Winter (August 27, 2025 – April 30, 2026)

Approx. Enrolment: 15-20

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

Location: PROF 411 is in Kingston. The practicums take place in Ontario schools within the designated catchment area, which includes 26 boards spanning from Burlington to Cornwall. Travel outside of the Kingston area will be required.

Schedule: Fall/Winter (August 27, 2025 – April 30, 2026)

Approx. Enrolment: 15-20

CURR 345/365 Teaching IS Music - Vocal/Instrumental (IS) – 0.5 credit course

(CURR 345 Music-Vocal candidates only, CURR 365 Music-Instrumental candidates only; both are combined in one class). Provides an initial orientation to music teaching at the secondary level with emphasis on both choral and instrumental music. Lesson and unit planning are practiced in the context of exploring teaching and authentic assessment strategies that meet Ontario curriculum requirements.

Location: Queen’s campus in Kingston

Schedule: Fall (August 27, 2025 – December 31, 2025)

Approx. Enrolment: 20-40

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 27, 2025 – April 30, 2026)

Approx. Enrolment: 40

CURR 603 Biology Teaching in Theory and Practice (IS) – 1.0 credit course

Provides an introduction to science teaching with a biology focus at the Intermediate-Senior levels that will allow teacher candidates to explore and experience active, student-centred learning. Meaningful and relevant learning activities will be used to help teacher candidates think metacognitively about how they can help their students understand the nature of science and how it is linked to technology, society and the environment. Teacher candidates will integrate their practical knowledge and skills with research in education in order to progress from a concern about teaching to a concern about supporting and judging the quality of student learning.

Location: Queen’s campus in Kingston

Schedule: Fall/Winter (August 27, 2025 – April 30, 2026)

Approx. Enrolment: 40-60

CURR 623 Geography (IS) – 1.0 credit course

Using a Geography context, the program provides instruction in basic lesson planning, short term & long term planning, assessment and evaluation as well as essential classroom management. Participants become familiar with the various Ministry of Education curriculum documents and resources related to teaching IS Geography. In addition, there is a strong focus on exploring supplementary resources related to teaching contemporary Geography.

Location: Queen’s campus in Kingston

Schedule: Fall/Winter (August 27, 2025 – April 30, 2026)

Approx. Enrolment: 40

CURR 335 Introduction to Teaching History (IS) – 0.5 credit course

Provides an initial orientation to teaching History through exposure to a variety of teaching approaches, questioning techniques, lesson design and curriculum documents. The course explores engaging methodologies in the art of teaching History and citizenship in national and global contexts.

Location: Queen’s campus in Kingston

Schedule: Fall (August 27, 2025 – December 31, 2025)

Approx. Enrolment: 40

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

*Blended format – partially in person, partially online.

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

Approx. Enrolment: 500

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

*Blended format – partially in person, partially online.

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 (January only)

Approx. Enrolment: 500

EDST 201 Theory of Indigenous Education (PJIS) – 0.5 credit course

This course provides a background into the history and theory of Indigenous Education. It will commence with a discussion of Indigenous identities and approaches to education from the pre-contact era into the present, as well as Western approaches to education through the lens of Critical Race Theory. The course will then move to Indigenous educational theory, including such topics as Indigenous concepts of the person and the learner; teaching as ceremony; Indigenous differentiated instruction; holistic learning; global Indigenous identities; language and education; and education for decolonization.

Location: Queen’s campus in Kingston

Schedule: Fall/Winter (August 27, 2025 – April 30, 2026)

Approx. Enrolment: 40

FOCI 201 – Indigenous Teacher Education (PJIS) – 0.5 credit course

Location: Queen’s campus in Kingston

Schedule: Fall/Winter (August 27, 2025 – April 30, 2026)

Approx. Enrolment: 40

EDST 205 Understanding French as a Second Language in Elementary Schools / Comprendre le français, deuxième langue officielle, à l'école élémentaire (PJ) – 0.5 credit course

Ce cours est offert aux étudiant.e.s qui ont l'intention d'enseigner le français dans les cours de base, enrichis ou en immersion française. Il s'agit de se familiariser avec les approches à l'enseignement/apprentissage du français, passées et de pointe, le matériel couramment utilisé et les techniques pour enseigner et contrôler les connaissances dans des situations variées. Cours donné en français. Ce cours est offert aux étudiant.e.s qui ont l'intention d'enseigner le français dans les cours de base, enrichis ou en immersion française.

Location: Queen’s campus in Kingston

Schedule: Fall/Winter (August 27, 2025 – April 30, 2026)

Approx. Enrolment: 40

EDST 206 Understanding STEM Education (PJIS) – 0.5 credit course

Humanity faces various challenges, problems, and opportunities that require diverse disciplines and ways of knowing. Science, Technology, Engineering, and Mathematics (STEM) education is one such approach. However, teaching STEM in an integrative and inclusive way to all students across all grade levels remains a crucial educational challenge. In this course, teacher candidates will examine a range of issues and practices related to STEM education. They will explore STEM education's constitutive elements and how they can integrate with each other and other disciplines (e.g., social studies, languages, and the arts) while using interdisciplinary and transdisciplinary lenses. Additionally, teacher candidates will investigate the connections between STEM education and other educational issues, including Indigenous education, sustainability, equity, diversity, and inclusion.

Location: Queen’s campus in Kingston

Schedule: Fall/Winter (August 27, 2025 – April 30, 2026)

Approx. Enrolment: 40

EDST 210 Understanding Classroom Assessment and Evaluation (PJIS) – 0.5 credit course

With the current accountability framework of K-12 education, teachers are required to use assessments to monitor and inform student learning, guide their instruction, and communicate student achievement. This course explores the complexities of enacting assessment policies and theories within contemporary teaching contexts. Varying philosophies and approaches to classroom assessment are explored with consideration for their pedagogical value. In addition, systemic assessment structures are examined to understand the impact and function of regional and provincial evaluation systems on teaching, learning, and policy decision-making. This course will provide teacher candidates with theoretical and philosophical positions from which to enact sound - reliable, valid, and fair - assessment practices.

Location: Queen’s campus in Kingston

Schedule: Fall/Winter (August 27, 2025 – April 30, 2026)

Approx. Enrolment: 40

EDST 243 Understanding Environmental Education (PJIS) – 0.5 credit course

The term 'environmental education' means many things to many people. In this course teacher candidates will have the opportunity to explore various issues and practices related to environmental education. This course will be one of questions: What is the historical context of our relationship with the environment and hence the need for environmental education? What is, and what shapes the social and /or political views our society has about the environment? What is the role of education in the context of knowing about and solving environmental issues?

Location: Queen’s campus in Kingston

Schedule: Fall/Winter (August 27, 2025 – April 30, 2026)

Approx. Enrolment: 40

FOCI 243 Environmental Education (PJIS) – 0.5 credit course

This course focuses on enhancing teacher candidates understanding and appreciation of the natural environment as a classroom, increasing their knowledge of environmental issues, and learning how to teach about them. Ways to integrate environmental studies across the curriculum both inside and outside the classroom will be investigated, and environmental programs and resources will be explored using hands-on approaches.

Location: Queen’s campus in Kingston

Schedule: Fall/Winter (August 27, 2025 – April 30, 2026)

Approx. Enrolment: 40

FOCI 275 Leadership in Schools (PJIS) – 0.5 credit course

Intended for teacher candidates interested in working toward positions of added responsibility, such as team leader, department head, vice principal, principal, consultant, coordinator and supervisory officer. The course will prepare candidates for working in diverse organizational environments through an evidence-based approach to examining trends and issues regarding organizational development and transformation. Candidates will discuss the practical ways in which leadership concepts apply to schools; examine the tasks, contexts, attributes, and powers associated with leadership in school organizations; explore the related roles of professionals and individuals assuming leadership responsibilities in school organizations; and, build awareness of their own leadership skills and styles.

Location: Queen’s campus in Kingston

Schedule: Fall/Winter (August 27, 2025 – April 30, 2026)

Approx. Enrolment: 40

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

EDST 476 Exceptional Children and Adolescents – 0.5 credit course

*Blended format – partially in person, partially online.

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): Two sections: One in the Greater Toronto Area, and partially online; one in Kingston at Queen’s, and partially online. Please specify if you are applying to both or only one.

TEMS Schedule: Fall 2025: Sept 13-14, Oct 25-26, Nov 15-16, and Dec 13-14.

Approx. Enrolment: 40

FOUN 101 Foundations of Assessment – 0.167 credit course

*Blended format – partially in person, partially online.

TEMS Location: Greater Toronto Area, and partially online

TEMS Schedule: Winter 2026: Jan 10-11, Feb 7-8, Mar 7-8, and Mar 28-29.

Approx. Enrolment: 40

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

*Blended format – partially in person, partially online.

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: One section, requiring travel between the Greater Toronto Area and Kingston sites. Also partially online.

TEMS Schedule: Fall 2025: Sept 13-14, Oct 25-26, Nov 15-16, and Dec 13-14.

Approx. Enrolment: 80

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: Greater Toronto Area

TEMS Schedule: Fall 2025: Sept 13-14, Oct 25-26, Nov 15-16, and Dec 13-14.

Approx. Enrolment: 40

PROF 503 Integrating Environmental Education in the Classroom – 0.167 credit course

*Blended format – partially in person, partially online.

Teacher candidates will explore how to integrate environmental education into all subject areas using two approaches: (a) personal awareness of natural history and natural systems and (b) critical analysis of the ways personal perceptions intersect with philosophical and theoretical frameworks of environmental education.

TEMS Location: Two sections (both partially online): Greater Toronto Area & Queen’s campus in Kingston. Please specify if you are applying for both sections or just one.

TEMS Schedule: Winter 2026: Jan 10-11, Feb 7-8, Mar 7-8, and Mar 28-29.

Approx. Enrolment: 40-50

PROF 504 Educational Technology as a Teaching and Learning Tool – 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.

TEMS Location: Greater Toronto Area

TEMS Schedule: Fall 2025: Sept 13-14, Oct 25-26, Nov 15-16, and Dec 13-14.

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: Greater Toronto Area

TEMS Schedule: Winter 2026: Jan 10-11, Feb 7-8, Mar 7-8, and Mar 28-29.

Approx. Enrolment: 40

PROF 506 English Language Learners – 0.5 credit course

*Blended format – partially in person, partially online.

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: Two sections (both partially online): Greater Toronto Area, and Kingston. Please specify if you are applying for both sections or just one.

TEMS Schedule: Both sections are Fall/Winter (Sept 13-14, Oct 25-26, Nov 15-16, Dec 13-14, Jan 10-11, Feb 7-8, Mar 7-8, and Mar 28-29).

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: Greater Toronto Area

TEMS Schedule: Winter 2026: Jan 10-11, Feb 7-8, Mar 7-8, and Mar 28-29.

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: Greater Toronto Area

TEMS Schedule: Winter 2026: Jan 10-11, Feb 7-8, Mar 7-8, and Mar 28-29.

Approx. Enrolment: 40

PRAC 427 - Practicum Supervision / Faculty Liaison

The practicum is an integral part of the teacher education program, involving practical experiences in observing and teaching in schools. This role involves advising and assessing the teacher candidates who are doing their practicum placements. This version involves one phone call with each teacher candidate under your supervision, and no travel.

TEMS Location: Remote - one phone call per teacher candidate.

Schedule: Fall 2025, October 6-24

Approx. Enrolment: 40

PRAC 437/447/467 - Practicum Supervision / Faculty Liaison

The practicum is an integral part of the teacher education program, involving practical experiences in observing and teaching in schools.

Locations: Greater Toronto Area and Kingston. Travel is required between sites.

TEMS Schedule: Some sections in Fall 2025 (Oct 27 - Nov 21), some sections in Winter 2026 (Feb 2-27). Please specify if you are applying for both terms or just one.

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.

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.

Indigenous Teacher Education Program (ITEP) Community-Based Courses

EDST 201 Theory of Indigenous Education – 0.5 credit course

ITEP Location: Tyendinaga, Ontario, and also delivered remotely to students in Mushkegowuk Territory.

ITEP Schedule: Winter 2026: Jan 9-11, Feb 6-8, Mar 6-8, and Mar 27-29.

Approx. Enrolment: 50-70

FOCI 201 Indigenous Teacher Education – 0.5 credit course

Prepares Indigenous Teacher Education candidates to include Indigenous curriculum as part of their classroom teaching. Explores Indigenous community based curriculum development; a review of current Indigenous curriculum packages and other resources; curriculum planning and evaluation. An experiential learning approach with aspects of the course applied during the candidates' practice teaching rounds. Practicum experiences are explored during class sessions with such reflections providing the basis for further learning in the areas of curriculum planning and evaluation.

ITEP Location: Akwesasne, Ontario

ITEP Schedule: Winter 2026: Jan 9-11, Feb 6-8, Mar 6-8, and Mar 27-29.

Approx. Enrolment: 24

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.

ITEP Location: Akwesasne, Ontario

ITEP Schedule: Fall 2025/Winter 2026: Sept 12-14, Oct 24-26, Nov 14-16, Dec 12-14, Jan 9-11, Feb 6-8, Mar 6-8, and Mar 27-29.

Approx. Enrolment: 24

PRAC 425 - Practicum Supervision / Faculty Liaison

ITEP Location: One phone call per teacher candidate.

Schedule: Fall 2025, October 6-24

Approx. Enrolment: 5-20+ (rough estimate)

ITEP 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. 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. 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.

Merged Multi-Session Courses

FOUN 100 Psychological Foundations of Education – 0.167 credit course

Merged Course Location: Fully online. Delivered to teacher candidates in TEMS (GTA site), ITEP (Akwesasne site), and the FSLM program.

Multi-Session Approx. Schedule: Sept 12-14, Oct 24-26, Nov 14-16, Dec 12-14.

Approx. Enrolment: 90+

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

*Blended format – partially in person, partially online.

Location: Partially online, partially in person (location TBD). Delivered to teacher candidates in the ITEP program (all sites, except Akwesasne) and the FSLM program.

Multi-Session Approx. Schedule: Sept 12-14, Oct 24-26, Nov 14-16, Dec 12-14.

Approx. Enrolment: 200

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

*Blended format – partially in person, partially online.

Location: Partially online, partially in person (location TBD). Delivered to teacher candidates in the ITEP program (all sites, except Akwesasne) and the FSLM program.

Multi-Session Approx. Schedule: Jan 9-11, Feb 6-8, Mar 6-8, Mar 27-29.

Approx. Enrolment: 200

PROF 180 School Law and Policy – 0.25 credit course

Merged Course Location: Fully online. For FSLM, TEMS, and all first-year ITEP students (except for Akwesasne).

Multi-Session Approx. Schedule: Sept 12-14, Oct 24-26, Nov 14-16, Dec 12-14.

Approx. Enrolment: 220

Merged Multi-Session Course Qualifications and Job Requirements

Please see the Qualification and Job Requirement sections for the relevant programs below. For example, if the merged course includes students from ITEP and TEMS, see the qualifications for those programs. Note that the qualifications that are listed as preferred are, of course, not required – if you believe you are qualified, please apply.

Note: For merged courses including FSLM teacher candidates, evidence of excellent teaching in elementary French immersion or core setting is preferred, but not necessary.

Application Instructions

Deadline to apply: Thursday, May 15, 2025

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.