Update Teacher Education: Consecutive

*Note the deadlines for application, official transcripts, PSE and supplemental document submission are firm, due to the Queen's program starting in May.

If you have questions or for contact information, please see Student Services Office.

The following are the admission requirements for the BEd program. See the individual pages for admission information on the Technological Education, Technological Education Multi-Session, and Indigenous Teacher Education Community-Based programs. 

Applicants are required to have an acceptable undergraduate degree (minimum 3-year General degree). Preference is given to applicants with a 4-year Honours undergraduate degree.

Recommendations:

• A minimum “B” average in best 10 full-year courses based on the grading scheme of the issuing postsecondary institution.
• 1 half‑year course in Developmental Psychology (or equivalent) or 1 full‑year course in Introductory Psychology (or equivalent).
• Completion of a 4‑year Honours undergraduate degree (20 full‑year courses). If you have less than 20 full-year courses, it is recommended that you take additional courses to add up to 20, as this can be an advantage for salary and advancement.

Notes on Policies:

• Recommended courses provide a broader subject knowledge that will be helpful with a teaching career.
• The recommendations listed in the Admissions Policies are suggested for admission. Having the recommended items may help applicants to be more competitive in the admission process, but applicants may gain admission without the recommended items.
• Unless otherwise specified, throughout the Admissions Policies, a “course” means a university‑level or second‑year CEGEP course.
• “1 full-year course” means a full‑year course or its equivalent (e.g., 2 half‑year courses).

Applicants With a Graduate Degree in Progress

• If you are completing a graduate degree (e.g., MA, MSc) by spring, you may be eligible for additional admission points.
• Indicate on your application that you are enrolled and the anticipated completion date. Provide a final transcript by June 30 showing that the graduate degree was conferred.

Applicants With a University Degree and a College Diploma/Applied Degree

• If you completed 2, 3, or 4 years of a college diploma/applied degree program, you may be eligible to receive additional admission points by submitting an official college transcript, in addition to your university transcript.
• If you have already received substantial university transfer credit for college courses or college credit for university courses, you may not be eligible for such consideration.

The Ontario College of Teachers (OCT) sets its own document and assessment requirements and policies, which may be different from the requirements noted in these policies.

Completing the BEd degree requirements does not guarantee a teaching certificate. All graduates who apply to the OCT must meet all of the OCT requirements.

Read more about current OCT licensing requirements.

In addition to the above, preferred status will be given to candidates who have completed at least one half-year undergraduate or graduate course in at least four of the following areas: 

• English
• Geography or Canadian History*
• Health and/or Physical Education
• Mathematics
• Science
• The Arts (visual arts, music, drama, dance)
• Developmental Psychology or full-year Introduction to Psychology

The first 6 areas are incorporated in the content and pedagogy of Ontario Primary/Junior curriculum.

*Additional Social Studies-related courses that align with the Ontario Curriculum may be accepted

1. Five full‑year courses are required for the first teaching subject; three full‑year courses are required for the second teaching subject (four are required if Music is the second teaching subject). Completing some of the teaching subject courses from upper‑year course offerings at the university level is recommended. Consideration for offers of admission may be given at the discretion of Student Services.
2. It is recommended that applicants have a minimum “B” average in the courses that meet the teaching subject requirements.
3. Each course taken in preparation for a teaching subject may be used only once towards either teaching subject (i.e., “double counting” is not acceptable).
4. A maximum of one full‑year course will be accepted from outside the department of the teaching subject
5. Please refer to the Teaching Subject Course Requirements (below) for the required and/or recommended courses for teaching subjects offered in the Queen’s Teacher Education program.

Note: You may have courses on your transcript from a department other than the one that reflects the discipline area. If you are applying to Intermediate/Senior, you must complete the Teaching Subject Course form (provided once you have submitted your application), indicating the courses you feel relate to the teaching subject.

Queen’s must receive all documentation to support the teaching subject course requirements by December 10. Student Services makes the final decision about whether a course meets the discipline area.

Teaching Subject Requirements

Dramatic Arts

Required:

• One full‑year practical studio course (acting or directing); and
• One half‑year course in theatre history (which may include any of the following components: performance in western and eastern theatre traditions from early classical eras to the end of the 19th century, a survey of production methods, and architecture).

Recommended:

• One half‑year course in theatre production (which may include any of the following components: stage management, scenery design, costumes, lighting and sound systems).

English

Required:

• One half‑year course with Canadian content in English literature or poetry; and
• One full‑year or a combination of two half‑year courses in any of the following:
  • English literature
  • Poetry
  • Creative writing
  • Linguistics

Recommended:

• Media
• English course that explores diverse topics and voices in literature (E.g. gender & sexuality in literature, race in literature, Indigenous literature in Canada, etc.)

An acceptable equivalent for the full‑year writing course would be one full‑year English course or equivalent that includes an exploration of writing in a variety of literary genres (e.g., poetry, drama, fiction and non‑fictional prose).

First Nations, Métis and Inuit Studies

No additional course requirements beyond the 5 full-year courses required for the first teaching subject and 3 full-year courses required for the second teaching subject.

French as a Second Language*

Required:

• 1 full‑year course with strong overall grammar review at a minimum second‑year level;
• 1 full-year course in writing for accuracy;
• 1 full‑year comprehensive literature course; and
• 1 full‑year oral communication course.
  For a second teaching subject, only 3 of the 4 are required.

Recommended:

• It is recommended that you immerse yourself in a French-only speaking environment

*If you choose French as a teaching subject, one or more of your practicum placements may take place in a French setting (Immersion, Core, or Extended)

Geography

Required:

• 1 half‑year course in Canadian geography (physical and/or human)

Recommended:

• 1 half-year course in Geographic Information Systems (GIS)/Geomatics/Geo-Informatics, which may include: Cartography and Remote Sensing
• Courses in Physical Geography, which include: Geomorphology, Climatology, Bio-geography, Geography of Soils, Glaciation, Lithosphere and Plate Tectonics, Natural Disasters
• Courses in Human/Economic/Cultural Geography, which include: geography courses that cover global issues, such as tourism, development, environment, poverty, demographics/population, resources, resource management, land use: rural and urban, urban & rural planning, international trade and aid, Environmental Impact Assessment, regional geography (especially Canadian)
• Related courses: Geology, Earth Science

History

Required:

• 1 full‑year survey course in Canadian History

Recommended:

• 2 or more of the following courses central to the History program taught in Ontario high schools:
  • Indigenous History
  • American History
  • Ancient & Medieval History
  • Modern European History
  • World Politics

Mathematics

Recommended:

• Courses beyond those in the core calculus/analysis stream.

A related course may be considered (up to a maximum of one full‑year course or equivalent) if the course has a math or statistics course listed as an exclusion; in these cases, calendar descriptions listing the exclusion must be sent to Student Services.

Music (Instrumental or Vocal)

Applicants may not select both Music – Instrumental and Music – Vocal as teaching subjects.

Required:

• A minimum of 1 half‑year university course in each of the following areas of music study:
  • Music theory
  • Additional Music Theory or Music Creation (may include: Composition, arranging, orchestration, electroacoustic)
  • Musicology/Ethnomusicology
• A minimum of 1 full‑year university course in each of the following areas of music study
  • Applied Music (For instrumental music, applicants must have a minimum of 6.0 units in instrumental lessons or ensembles. For vocal music, applicants must have a minimum of 6.0 units in vocal lessons or ensembles. The applied music course is equivalent to a Grade 8 Conservatory certificate.)
  • Music Education or Education-related (1 half-year course required for second teaching subject). May include: conducting, secondary instrument, instrumental techniques (e.g., keyboard skills, vocal tech, guitar tech, brass tech, etc.)

Science – Biology

Required:

• One full‑year course that has a major laboratory component, from a university biology department.

Note: Only one full‑year course in each of biochemistry and human biology will be accepted.

Recommended:

• Any or all of the following courses will be useful: cell biology, ecology, genetics, microbiology, plant and animal (invertebrate and vertebrate – including human) biology.

Science – Chemistry

Required:

• One full‑year course in introductory chemistry; and
• One half‑year course in organic chemistry.

Only one full‑year course in biochemistry will be accepted. Applicants with an undergraduate degree in engineering must specify the chemistry content of each course and supply calendar descriptions.

Science – Physics

Required:

• One full‑year, first‑year introductory physics; and
• One half‑year course in electricity & magnetism beyond first‑year introductory physics.

Applicants with an undergraduate degree in engineering must identify the physics content of each course, using mechanics, sound, optics, and electricity and magnetism as headings, supplemented by calendar descriptions, to indicate the physics content in any course not labelled as Physics.

Social Sciences

Required:

• One full‑year course (or equivalent) in Psychology; and
• One full-year course (or equivalent) in Sociology; and
• One half-year course (or equivalent) in two other general social science subjects including:
  • Anthropology
  • Cultural Studies
  • Gender Studies
  • Philosophy
  • Indigenous Studies
  • Food and Nutrition
  • Fashion
  • Religion

Visual Arts

Required:

• One-and-a-half full‑year courses in comprehensive studio practice (including at least 2 of: Drawing, painting, printmaking, sculpture, photography, ceramics, or fiber arts) and
• One full‑year survey course in art history (for e.g., Ancient Greece through to the Modern Era) And
• One half-year course in one of: Period-specific Art History OR Thematic Art History; Contemporary Art; Canadian Art History; Indigenous North American Art; Non-Western Art (Eg. Indian, Chinese, Japanese, Islamic); Aesthetics and Art Criticism; History of Architecture; or History of Canadian Architecture

Official Transcripts 

• All transcripts submitted must be official, bearing the institutional seal and/or original signature of the institution’s registrar. Photocopied or forwarded transcripts are not acceptable.
• All transcripts, once received, become the property of Student Services and are not returned to you.

• Your previous academic credentials must be obtained at an institution providing an academic environment and education that prepares students for potential success in advanced study at Queen’s.
   

  Official transcripts should consist of:

• Postsecondary transcripts from each institution you attended.
  • Ontario transcripts: Request your transcript through the TEAS application.
  • Out-of-province transcripts: Request transcripts from the issuing postsecondary institution (including CEGEP, if applicable). 
• NOTE: Out-of-province and high school transcripts are to be sent directly to educstudentservices@queensu.ca or:
  Student Services
  Faculty of Education, Queen’s University
  Room A112, Duncan McArthur Hall
  511 Union Street
  Kingston, ON K7M 5R7
  Attention: Jamie Kincaid

International transcripts

For the Bachelor of Education/Diploma in Education, applicants who obtained a degree from a foreign institution (from non-Canadian or American institutions) must have all international official transcripts evaluated by World Education Services (WES) (ICAP course-by-course assessment).

Note that it can take upwards of six weeks for WES to receive official transcripts from a foreign academic institution, after which point the WES evaluation can take a week or longer to complete. Applicants should begin the evaluation process as early as possible.

Ensure you are on the Canadian page (a maple leaf in the banner). Applicants are responsible for the costs associated with the WES evaluation and any translation required. Applicants must request that WES evaluations be sent directly to Student Services by the official transcript deadline.

If you have questions, please contact Student Services.

Please refer to the Ontario College of Teachers (OCT), as their international transcript requirements may differ.

Queen’s University attempts each year to admit a student body reflective of the general population of Canada. The Faculty of Education has developed an admission policy regarding equitable representation of groups that are underrepresented in the teaching profession, and has reserved a number of equity admission places in the Bachelor of Education and Diploma in Education Programs. Those who complete the voluntary Equity Admission form will be considered both under the general admission procedure and under the equity admission policy.

Equity Admission Form

English is the language of instruction at Queen’s University and in the schools in Ontario where our teacher candidates carry out their required practice teaching. Applicants who are non-native speakers of English are required to provide evidence of oral and written proficiency in English in one of two ways:

• Candidates must have studied full-time at least three full years (or the equivalent) at a university where the language of instruction and examination was in English in a country where one of the official languages is English. Time spent in ESL courses or in an ESL program is not counted toward this three-year requirement. Applicants who have attended university other than in North America must submit a letter directly from the university verifying that the language of instruction and examination was English.

Or

• Candidates must have achieved the required level of proficiency on one of the three tests of English language listed below.

The scores listed below are the minimum English Proficiency requirements for admission to our programs. We strongly advise you to complete your test and submit your scores to us well before the published deadline. It may take several weeks before your test results are released until they reach the Faculty of Education. The only acceptable way to submit your test results to Queen’s University is via the testing body.

To match your results to your application, please ensure that you use the same information as your application for admission to Queen’s. This includes first (given), surname (last/family name), date of birth, and gender. We are unable to match the results received with differing information.

1. The Test of English as a Foreign Language Internet-based (TOEFL iBT). The TOEFL iBT test code number 8573 must be used to ensure that the results are forwarded directly to the Faculty of Education. Required test scores: Minimum 24 on the Reading component, 23 on the Listening, 28 on each of the Writing and Speaking components, with a minimum 103 overall. Test results are valid for 2 years.
2. The International English Language Testing System (IELTS). Request the Academic test. Required test scores: minimum 6.5 on both the Reading and Listening components, and a minimum of 7.0 on the Writing and Speaking components, with a minimum 7.0 overall. Test results are valid for 2 years.
3. Canadian Academic English Language Assessment (CAEL). Select “Test Takers” from the top bar menu to access information, including test locations and dates. Required test score: Minimum 70 in all 4 categories and minimum 70 overall. Test results are valid for 2 years.

Candidates admitted to the program who are found to have an unsatisfactory command of the English language, either spoken or written, where their language skills interferes with their ability to communicate effectively in the classroom, may be required to take remedial work or may be asked to withdraw from the program.

If you are enrolled in the Technological Education program or one of the program tracks (Artist in Community Education, Indigenous Teacher Education, Outdoor & Experiential Education, or Primary-Junior French as a Second Language), your program track serves as your concentration. 

Arts and Learning 

Available for: Primary-Junior & Intermediate-Senior

EDST 215  Arts & Experiential Learning Institutions 

Introduction to arts based education (including all arts disciplines). In cooperation with several selected institutions, teacher candidates will explore strategies for arts education found in schools and in museums, galleries, outreach and organizations using the arts as a place for the imagination and learning in expected, and unexpected contexts, to be explored. Design of studio/lab-based application activities, and curriculum planning relevant to a variety of institutional settings are emphasized.

FOCI 215  Arts and Learning  

This course is designed to present a view of schools and industry where imaginative/creative learning is dominant and practice, art activities and art environments form the focus for learning across all academic subjects. Topics may include arts and cognition; how arts programs can induce change in schools; the role of social learning and community knowledge; and arts-centered curriculum planning.

EXLR 215  Experiential Learning: Arts and Learning Experience  

Experiential Learning is an opportunity to explore an area of educational interest within a context that is different from that experienced during the regular in-school practicum components. The topic for the Experiential Learning placement is consistent with the teacher candidate's concentration/track (FOCI/EDST courses).

Assessment and Evaluation

Available for: Primary-Junior & Intermediate-Senior

FOCI 210  Assessment and Evaluation Practices in the Classroom  

Assessment is a central component of teaching and learning within elementary and secondary classrooms. Current mandates require teachers to integrate assessment throughout their instruction to support, monitor, and communicate student learning. In this course, teacher candidates will learn how to develop and use assessment to promote student learning within a positive classroom culture. Specifically, candidates will learn about Ministry policies, rubrics, feedback mechanisms, observations, portfolios, testing (i.e., teacher-made and EQAO) as well as peer-, self-, and collaborative-assessment. Throughout the course, candidates will link assessment practices to learning theories and to their evolving pedagogical approach. By the end of the course, candidates should be able to engage in professional discussions and decision-making related to assessment and student learning. This course will fundamentally strengthen the candidates' approach to teaching by connecting together educational and assessment theory, philosophy, and practice.

At-Risk Adolescents and Young Adults

Available for: Intermediate-Senior

EDST 291  Understanding At-Risk Adolescents and Young Adults

This course provides a foundational understanding of the social and psychological basis to the notion of "at risk" and explores various approaches to effect change in adolescents and young adults including cognitive behavioural theory, motivational interviewing, collaborative problem solving, and restorative practice. The impact of socioeconomic status, family dynamics, social factors, and biological markers will be examined.

FOCI 291  Teaching At-Risk Adolescents and Young Adults

Teacher candidates will develop efficacy in applying the theoretical principles taught in EDST 291 to increase their students' success academically, behaviourally, and socially. A wide range of situations that place students at risk including mental health issues, substance use and addictions, LGBT issues, and family dynamics will be explored, along with evidence-based strategies proven to facilitate self-control, motivation, and improved classroom management. Learning will occur through a variety of readings matched with guest presentations from professionals and those with lived experience.

EXLR 291  Experiential Learning: At-Risk Adolescents and Young Adults Experience 

Experiential Learning is an opportunity to explore an area of educational interest within a context that is different from that experienced during the regular in-school practicum components. The topic for the Experiential Learning placement is consistent with the teacher candidate's concentration/track (FOCI/EDST courses).

At-Risk Children

Available for: Primary-Junior

EDST 290  Understanding At-Risk Children

This course provides a foundational understanding of the social and psychological basis to the notion of "at risk" and explores various approaches to effect change in children including cognitive behavioural theory, motivational interviewing, collaborative problem solving, and restorative practice. The impact of socioeconomic status, family dynamics, social factors, and biological markers will be examined.

FOCI 290  Teaching At-Risk Children

Teacher candidates will develop efficacy in applying the theoretical principles taught in EDST 290 to increase their students' success academically, behaviourally, and socially. A wide range of situations that place students at risk including mental health issues, substance use and addictions, LGBT issues, and family dynamics will be explored, along with evidence-based strategies proven to facilitate self-control, motivation, and improved classroom management. Learning will occur through a variety of readings matched with guest presentations from professionals and those with lived experience.

EXLR 290  Experiential Learning: At-Risk Children Experience 

Experiential Learning is an opportunity to explore an area of educational interest within a context that is different from that experienced during the regular in-school practicum components. The topic for the Experiential Learning placement is consistent with the teacher candidate's concentration/track (FOCI/EDST courses).

Drama in Society 

Available for: Primary-Junior and Intermediate-Senior

EDST 230  Understanding Drama in Society  

In this course teacher candidates will study the history and practices related to drama in education. This course will introduce students to relevant literature, experiences and resources to better comprehend the connection between drama and education. Conceptual knowledge will be explored through references to specific dramatic texts and theorists. Students will gain a comprehensive understanding of drama methodologies, drama-based pedagogies and creative experiential learning practices.

FOCI 230  Drama in Society  

The Drama in Education Focus is an exploration of the exciting possibilities for incorporating dramatic experiences into the school curriculum, including the teaching of drama as an art form, the integration of drama into other aspects of the curriculum, and the performing of original works of theatre for young audiences. The PRAC 450/451 placement may be in a regular classroom, a specialized drama education program, or an alternative setting such as museum or theatre outreach program. It is also possible for several members of this focus to work together during the alternative practicum, presenting workshops or performances in schools.

EXLR 230  Experiential Learning: Drama in Society Experience

Experiential Learning is an opportunity to explore an area of educational interest within a context that is different from that experienced during the regular in-school practicum components. The topic for the Experiential Learning placement is consistent with the teacher candidate's concentration/track (FOCI/EDST courses).

Early Primary Education (PJ)

Available for: Primary-Junior

EDST 238  Understanding Early Primary Education

Teacher candidates will study the learning and development of early primary students (Junior Kindergarten to Grade 2). Various aspects of development will be explored, including the social, emotional, and cognitive areas. The course will provide the theoretical foundations of early primary education and introduce candidates to key readings and ideas in the area.

FOCI 238  Early Primary Education  

Teacher candidates will examine the practice of early primary education. They will use their emerging theoretical understanding to practice observation and assessment and evaluation of children in the early years. They will learn how to design developmentally appropriate programs that reflect the needs of younger learners.

EXLR 238  Experiential Learning: Early Primary Education Experience 

Experiential Learning is an opportunity to explore an area of educational interest within a context that is different from that experienced during the regular in-school practicum components. The topic for the Experiential Learning placement is consistent with the teacher candidate's concentration/track (FOCI/EDST courses).

Educational Leadership

Available for: Primary-Junior and Intermediate-Senior 

EDST 275  Understanding Leadership in School Organizations

Intended to provide candidates with a comprehensive understanding of leadership concepts by integrating theory, research, philosophy, and practice in school organizational and social structures. Candidates will explore the roles that organizations play in society; critically analyze traditional and contemporary models of organizations; develop an understanding of organizational structures and leadership; examine the nature and effects of group behaviour and dynamics on individuals in organizations; and, consider some common relational problems that members of organizations experience and how they should be addressed.

FOCI 275  Leadership in Schools 

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.

EXLR 275  Experiential Learning: Educational Leadership Experience

Experiential Learning is an opportunity to explore an area of educational interest within a context that is different from that experienced during the regular in-school practicum components. The topic for the Experiential Learning placement is consistent with the teacher candidate's concentration/track (FOCI/EDST courses).

Educational Technology (PJ & IS)

Available for: Primary-Junior & Intermediate-Senior

EDST 218  Understanding Educational Technology  

This course examines issues related to the augmentative and transformational uses of educational technology in K-12 classrooms. The goal of the course will be for teacher candidates to build an intelligent and thoughtful disposition towards the use of educational technology in K-12 classrooms. Focus will be placed on the current array of educational technologies and how these should be used by teachers to support student learning. Through engagement in demonstrations and the development of curricular projects candidates will develop a deeper understanding of how educational technology can improve and potentially transform education for students. Candidates will develop a critical perspective on the use of computers and related educational technologies that are intended to address issues of teaching and learning.

FOCI 218  Educational Technology by Design 

This course engages teacher candidates in designing ways of using educational technology that address authentic teaching and learning problems. Emphasis is on the creative repurposing of educational technology to respond to substantive teaching and learning problems derived from sources in the field. Issues associated with using educational technology will be addressed through face-to-face seminars, workshops and group design projects. The goal of this course will be for candidates to develop a deep appreciation for the complexity of designing viable solutions to educational problems that utilize educational technology. Prototyped designs will be piloted in practice-based settings and final reports will be shared with educators via webpages and during an end of year Educational Technology Showcase that will be open to local teachers.

EXLR 218  Experiential Learning: Educational Technology Experience 

Experiential Learning is an opportunity to explore an area of educational interest within a context that is different from that experienced during the regular in-school practicum components. The topic for the Experiential Learning placement is consistent with the teacher candidate's concentration/track (FOCI/EDST courses).

Environmental Education 

Available for: Primary-Junior & Intermediate-Senior

EDST 243  Understanding Environmental Education

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?

FOCI 243  Environmental Education 

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.

EXLR 243  Experiential Learning: Environmental Education Experience

Experiential Learning is an opportunity to explore an area of educational interest within a context that is different from that experienced during the regular in-school practicum components. The topic for the Experiential Learning placement is consistent with the teacher candidate's concentration/track (FOCI/EDST courses).

Exceptional Learners 

Available for: Primary-Junior & Intermediate-Senior

EDST 295  Understanding Exceptional Learners 

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.

FOCI 295  Teaching Exceptional Learners 

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.

EXLR 295  Experiential Learning: Exceptional Learners Experience 

Experiential Learning is an opportunity to explore an area of educational interest within a context that is different from that experienced during the regular in-school practicum components. The topic for the Experiential Learning placement is consistent with the teacher candidate's concentration/track (FOCI/EDST courses).

Indigenous Teacher Education 

Available for: Primary-Junior & Intermediate-Senior

EDST 201  Theory of Indigenous Education  

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.

FOCI 201  Indigenous Teacher Education  

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.

EXLR 201  Experiential Learning: Indigenous Teacher Education Experience

Experiential Learning is an opportunity to explore an area of educational interest within a context that is different from that experienced during the regular in-school practicum components. The topic for the Experiential Learning placement is consistent with the teacher candidate's concentration/track (FOCI/EDST courses).

International Education 

Available for: Primary-Junior & Intermediate-Senior

EDST 255  Understanding Teaching and Learning Abroad

This course supports scholarly and personal understanding of teaching and learning abroad as teacher candidates prepare for professional practice in international settings. The focus will be on theories that support teachers in their understanding of the complexities associated with teaching in cross-cultural contexts, such as cultural variables, "third culture kids", service learning, professional development and diversity consciousness. These will be discussed by drawing on current literature in the field of overseas teaching and cross-cultural teaching and learning. Candidates will learn through structured classes, group discussions, guest speakers and personal research of topics specifically applicable to individual interests. This course helps candidates understand teaching and learning in ELL, multicultural, and diverse contexts in Canada or abroad.

FOCI 255  Educators Abroad  Units: 3.00

This program focus supports teacher candidates' scholarly and personal development as they prepare for professional practice in international schools, including candidates considering international teaching after gaining full-time teaching experience in Canada. Learning in this course occurs through a combination of structured classes, contact with professors, a self-directed independent study, and an alternative practicum. While an international alternative practicum placement is supported, it is not a requirement. Candidates are required to link their alternative practicum to their Educators Abroad independent study. This course helps candidates address the complexities of teaching and learning in ELL, multicultural and diverse contexts in Canada or abroad.

EXLR 255  Experiential Learning: International Education Experience 

Experiential Learning is an opportunity to explore an area of educational interest within a context that is different from that experienced during the regular in-school practicum components. The topic for the Experiential Learning placement is consistent with the teacher candidate's concentration/track (FOCI/EDST courses).

Literacy in the Elementary School

Available for: Primary-Junior 

EDST 227  Understanding Literacy in the Elementary School  

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.

FOCI 227  Literacy in the Elementary School  

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.

EXLR 227  Experiential Learning: International Education Experience 

Experiential Learning is an opportunity to explore an area of educational interest within a context that is different from that experienced during the regular in-school practicum components. The topic for the Experiential Learning placement is consistent with the teacher candidate's concentration/track (FOCI/EDST courses).

Science, Technology, Engineering, and Mathematics (STEM)

Available for: Primary-Junior & Intermediate-Senior

EDST 206  Understanding STEM Education 

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.

FOCI 206  STEM Education  

This course is designed to enhance teacher candidates' capacities to create authentic STEM activities using project-based and inquiry-based learning principles. In addition, teacher candidates will learn how to integrate STEM with other disciplines, such as social studies and the arts. Teacher candidates will have opportunities to explore STEM education in various settings and contexts, including nature walks, maker spaces, coding, space exploration, and theatre. Moreover, students will develop the ability to create culturally responsive activities that address various forms of diversity and inclusion, such as cultural and linguistic diversity, Indigenous education, 2SLGBTQ+ issues, and critical disability studies. The course will also explore the creation of authentic assessments within the context of STEM education.

EXLR 206  Experiential Learning: Science, Technology, Engineering, and Mathematics 

Experiential Learning is an opportunity to explore an area of educational interest within a context that is different from that experienced during the regular in-school practicum components. The topic for the Experiential Learning placement is consistent with the teacher candidate's concentration/track (FOCI/EDST courses).

Social Justice 

Available for: Primary-Junior & Intermediate-Senior

EDST 296  Understanding Social Justice Issues in Schools  

In this course, teacher candidates will develop a critical perspective towards issues of social justice that will enable them to help students prepare to be global citizens and to respond more effectively to a diverse student population. Among the larger issues that configure social relations are: racism, sexism, homophobia, able-ism, classism, ethnocentrism, ageism and intellectualism. Additional issues for examination include the impact of students' cultural context on their school experiences, the impact of the school culture, including teachers' attitudes and expectations, and impact of the hidden curriculum.

FOCI 296  Teaching For Social Justice 

This course focuses on social justice and inclusionary education and explores what it means to teach for social justice. Teacher candidates will draw on the understandings of practicing teachers who have developed the confidence to question schooling/teaching practices and agendas from a social justice perspective. Additional issues to be considered include: the effects of social class, gender, and race on students' educational experiences. At the centre of this course is the link between theory and practice, what we do and what we think are not separate.

EXLR 296  Experiential Learning: Social Justice Experience

Experiential Learning is an opportunity to explore an area of educational interest within a context that is different from that experienced during the regular in-school practicum components. The topic for the Experiential Learning placement is consistent with the teacher candidate's concentration/track (FOCI/EDST courses).

Teaching and Learning Outside of Schools 

Available for: Primary-Junior & Intermediate-Senior

EDST 285  Understanding Teaching and Learning Outside of Schools 

This course explores theoretical and conceptual frameworks for school programs such as Open Minds, Beyond Classrooms Kingston, and School in the Park. Around the globe, students and teachers are moving outside the school walls into a variety of real-world settings: natural wetlands, City Hall, an art gallery, a community museum. Teacher candidates examine curricula, programs and educational thinking that challenge students and teachers to engage in authentic inquiry, problem-solving, reflection and community engagement - outside the classroom.

FOCI 285  Teaching and Learning Outside of Schools 

Direct engagement with places, artifacts, experts and issues combine to support cross-curricular student inquiry. This course will prepare teacher candidates to use the built and natural environments as the foundation for student learning, either as informed classroom teachers or as education officers in museums, galleries, and other institutions that offer out-of-school learning experiences.

EXLR 285  Experiential Learning: Teaching and Learning Outside of Schools Experience 

Experiential Learning is an opportunity to explore an area of educational interest within a context that is different from that experienced during the regular in-school practicum components. The topic for the Experiential Learning placement is consistent with the teacher candidate's concentration/track (FOCI/EDST courses).

Technological Education 

Available for: Candidates enrolled in the Technological Education program

EDST 476  Except Children & Adolescents 

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.

FOCI 213  Broad-Based Technological Ed  

(Technological Education candidates only)The Ontario College of Teachers requires that teachers gaining certification in technological education demonstrate "proof of... competence in the area... of technological studies selected as an option in the program of professional education." Technological competence is demonstrated by completing an individualized program, typically in the form of projects, which permits each candidate to broaden and deepen their range of skills. A Technical Skills profile is used to track the range and level of skills.

EXLR 213  Experiential Learning: Technological Education Experience  

Experiential Learning is an opportunity to explore an area of educational interest within a context that is different from that experienced during the regular in-school practicum components. The topic for the Experiential Learning placement is consistent with the teacher candidate's concentration/track (FOCI/EDST courses).

This is a full-time professional program. Rather than thinking of it as your final year as a student, think of it as your first year as a teacher. 

While part-time work may be possible depending on your working hours and your employer's flexibility, the program is unable to accommodate employment or personal schedules in timetabling and practicum placements. 

Classroom Blocks

During classroom blocks, you'll spend 25+ hours each week in face-to-face classes, along with additional time completing coursework outside of class. To ensure all teacher candidates meet program and Ontario College of Teachers requirements, the Student Services Office creates your class timetable. Attendance at all in-person classes is expected.

Practicum Blocks

During practicum blocks, you are expected to be at your placement for the full school day. These placements are a required component of the program and contribute to the practicum hours required for Ontario College of Teachers certification.

1. Waterloo
2. Hamilton Wentworth
3. Halton
4. Peel
5. Simcoe
6. York Region
7. Toronto
8. Durham 
9. Trillium Lakelands
10. Kawartha Pine Ridge
11. Hastings, Prince Edward
12. Renfrew
13. Limestone
14. Upper Canada
15. Ottawa-Carleton

1. Waterloo
2. Hamilton Wentworth
3. Halton
4. Dufferin-Peel
5. Simcoe
6. York
7. Toronto
8. Durham
9. Peterborough, Victoria, Northumberland & Clarington
10. Algonquin-Lakeshore
11. Renfrew
12. Catholic District School Board of Eastern Ontario
13. Ottawa