On behalf of the Faculty of Education, applications are invited for Graduate Teaching Fellowships (GTFs) for the following Summer 2026 Education courses. These positions are conditional upon course enrolment numbers.
Posted on: February 12, 2026
Deadline to apply: February 25, 2026 (by midnight)
Note: Below, you will find the following types of courses:
1. BEd (Bachelor of Education)
2. GDE/PME (Graduate Diploma in Education / Professional Master of Education)
3. WISE (World Indigenous Studies in Education)
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.
Stipend Amounts:
These are based on the PSAC-1, Local 901, Unit 1 Collective Agreement, for May 1, 2026 – April 30, 2027. The amount is per regular 0.5-course, and is prorated for other course weights (e.g., $5,309.50 for a 0.25 credit course):
Base stipend: $9,924
3% in-lieu of benefits: $298
4% vacation pay: $397
Total per 0.5 course: $10,619
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 2026
Approx. Enrolment: 32
CURR 389 The Arts: Visual Art – 0.25 credit course
An introduction to visual art in the elementary grades. Participants come to understand that visual art is a form of personal expression and that it can be employed to increase visual perception and awareness. Through experimentation with the foundation materials of visual art, and by utilizing their various environments as sources of inspiration, participants will gain confidence in their ability to make artistic choices and to provide meaningful art experiences for their students. Topics include the elements and principles of design, colour theory, drawing, and assessment and evaluation of art.
Location: Queen’s campus in Kingston.
Schedule: June 2026
Approx. Enrolment: 32
CURR 393 The Arts: Music – 0.25 credit course
An introduction to music in the elementary grades. Focuses on the integrative aspects of music in the classroom and in the curriculum, and introduces effective strategies and materials. Through experiential learning, participants develop their own musical skills and confidence. Various topics relating to arts advocacy, technology and music, music in the early and middle years, instrumental and vocal music, and composition and notation will be addressed.
Location: Queen’s campus in Kingston.
Schedule: June 2026
Approx. Enrolment: 32
PROF 310 Self as Professional (PJ) – 0.5 credit course – TEMS Program (Technological Education Multisession Program)
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 2026
Approx. Enrolment: 56
PROF 503 Integrating Environmental Education in the Classroom – 0.167 credit course
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.
Location: Queen’s campus in Kingston.
Schedule: June 2026
Approx. Enrolment: 90
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 2026
Approx. Enrolment: 90
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.
Location: Queen’s campus in Kingston.
Schedule: July 2026
Approx. Enrolment: 37
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.
Professional Master of Education (PME) Courses
GDE/PME 801 Cultivating Creativity – 0.5 Credit Course
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: Spring 2026 (May 4 – June 19, 7 weeks in total)
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: Spring 2026 (May 4 – June 19, 7 weeks in total)
Approx. Enrolment: 40
GDE/PME 821 Policy and Models in Canadian Indigenous Education – 0.5 Credit Course
This course examines the history of Indigenous education policy and models for Indigenous education in Canada. It begins with an examination of Indigenous approaches to education prior to and at contact, then goes on to discuss colonial approaches, including the Residential school system. Following this, it will examine post-colonial policy and education across provinces and Indigenous peoples.
Location: Asynchronous, online. Note: this is a pre-developed course.
Schedule: Spring 2026 (May 4 – June 19, 7 weeks in total)
Approx. Enrolment: 40
GDE/PME 822 Indigenous Languages and Language Teaching – 0.5 Credit Course
This course examines the diversity and current status of the Indigenous Languages of the Americas, including their distribution, status, structure, use, and connection to culture. Students will then gain an overview of language teaching methodologies and an examination of the selection of appropriate methodologies for Indigenous language teaching and language programming.
Location: Asynchronous, online. Note: this is a pre-developed course.
Schedule: Summer 2026 (July 6 – August 21, 7 weeks in total)
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 this 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 pre-developed course.
Schedule: Summer 2026 (July 6 – August 21, 7 weeks in total)
Approx. Enrolment: 40
GDE/PME 827 Planning & Implementing Classroom Assessment – 0.5 Credit Course
The assessment of learning and achievement is a global phenomenon. Over the last 2 decades there has been considerable research demonstrating how well conceived assessment can be a powerful force both in supporting learning, and as a mechanism for individual empowerment. Yet, no matter how clearly assessment policies are defined, how concisely strategies for implementing assessment are described, and how many sample instruments are available for adoption or adaptation, the planning and implementing of assessment in classrooms continues to be a complex "wicked problem".
Location: Asynchronous, online. Note: this is a pre-developed course.
Schedule: Summer 2026 (July 6 – August 21, 7 weeks in total)
Approx. Enrolment: 40
GDE/PME 828 Conducting Quality Program Evaluations – 0.5 Credit Course
Educators plan and implement programs as a way to address the needs of students and their communities. These needs may be rooted in learning, recreation, behaviour, school culture and health and well-being to name a few. Typically, classroom and school based programs are spearheaded by individual champions or working groups. Their focus is typically on program activities and the challenge of implementation. Rarely do they have the time or resources to learn, in any systematic way, how their programs are working or how they might be improved. This is an issue especially when decisions have to be made about whether programs should be supported, expanded, continued or allowed to end.
Location: Asynchronous, online. Note: this is a pre-developed course.
Schedule: Spring 2026 (May 4 – June 19, 7 weeks in total)
Approx. Enrolment: 40
GDE/PME 831 Innovative Curriculum Planning – 0.5 Credit Course
Leaders in classroom practice are innovative curriculum planners. A review of the historical and philosophical roots of innovation in education will lead to an exploration of contemporary curriculum and instructional innovations such as those that now promote curriculum integration, learning in depth, and environmental inquiry. Students will have opportunities to practice innovative curriculum planning paying close attention to how the curriculum is intended to shape learning.
Location: Asynchronous, online. Note: this is a pre-developed course.
Schedule: Spring 2026 (May 4 – June 19, 7 weeks in total)
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: Spring 2026 (May 4 – June 19, 7 weeks in total)
Approx. Enrolment: 40
GDE/PME 833 Supporting Innovative Thinking – 0.5 Credit Course
Leaders in classroom practice are concerned with the quality of both their own and their students’ thinking. This course provides guided opportunities to investigate and implement newer frameworks for practice, especially those intended to support students in becoming independent and innovative thinkers. Decisions about how learning is structured and managed and how students participate and interact will be considered in light of their potential to propel students¿ thinking forward, deeper and in more creative directions.
Location: Asynchronous, online. Note: this is a pre-developed course.
Schedule: Spring 2026 (May 4 – June 19, 7 weeks in total)
Approx. Enrolment: 40
GDE/PME 851 Creating Connection in Culturally Diverse Schools – 0.5 Credit Course
This course explores teaching and leadership in multi-ethnic schools and other cultural community settings. Various leadership strategies will be discussed with the aim of fostering greater transparency, accessibility, and equity among students, staff, stakeholders, and the community at large.
Location: Asynchronous, online. Note: this is a pre-developed course.
Schedule: Summer 2026 (July 6 – August 21, 7 weeks in total)
Approx. Enrolment: 40
GDE/PME 852 International Education in a Globalized World – 0.5 Credit Course
This course provides an introduction to globalization theories, and an exploration of the latest trends, prospects, and challenges of international education in the 21st century. Historical and current conceptualizations of the role and purpose of international education will be explored.
Location: Asynchronous, online. Note: this is a pre-developed course.
Schedule: Spring 2026 (May 4 – June 19, 7 weeks in total)
Approx. Enrolment: 40
GDE/PME 861 Change Management in Educational Organizations – 0.5 Credit Course
This course offers a critical study of change management in educational organizations, exploring ideas of transition, restructuring, systemic development, progress, and equity. Participants will consider how to work towards student, institution, and community success and well-being.
Location: Asynchronous, online. Note: this is a pre-developed course.
Schedule: Spring 2026 (May 4 – June 19, 7 weeks in total)
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: Spring 2026 (May 4 – June 19, 7 weeks in total)
Approx. Enrolment: 40
GDE/PME Qualifications and Job Requirements
Although GDE/PME courses are delivered online, instructors are expected to be actively engaged throughout the term. This includes checking into the course site every 24-48 hours and responding to student inquiries within 24 hours to ensure timely support and a strong online learning experience.
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. Preference will be given to qualified PhD students who have not previously had a Graduate Teaching Fellowship.
Graduate Studies (EDUC) / WISE Courses
EDUC 877 Teaching & Assessing Students with Special Needs in Indigenous Contexts – 0.5 Credit Course – WISE (World Indigenous Studies in Education) Course
An examination of current theories on the contextual and individual factors contributing to special needs and how these theories can inform teaching which appropriately addresses special needs in Indigenous contexts.
Location: Online/asynchronous PLUS one week, on-campus, Queen’s University, Kingston
Schedule: Summer (July 6-10 – online/asynchronous, July 13-17 – on-campus, 1-4pm, July 20-August 15 – online/asynchronous)
Approx. Enrolment: 10 to 20
Graduate Studies Qualifications
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.
Application Instructions
Deadline to apply: February 25, 2026 (by midnight)
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. 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) a cover letter (for each course you are applying to outline your relevant experience, OCT certification, PhD/MEd 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.
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.” However, please note that the BEd courses listed above in this winter 2026 posting already have set class times, since you would be filling in for an on-going course, so there is likely no flexibility in scheduling. Also, note that GDE/PME courses are asynchronous – i.e. there are no live lectures.