AQ Course Descriptions

Classroom Management

This course will introduce strategies for creating and supporting a safe, inclusive, learning-focused classroom—a process that begins with effective classroom management. Classroom Management examines how several different components of teaching are integral to creating and maintaining a positive, ethical, equitable, accepting, inclusive, engaging, and safe learning environment. You will explore processes that promote a collaborative community that encourages student voice, leadership, critical inquiry, and self-regulation. In addition, you will establish practices that promote partnerships that value shared responsibility, decision-making, advocacy, and leadership.

Key Course Learnings Include:

  • different theories of classroom management
  • teacher has the highest impact on student achievement
  • the environment as a teacher’s ally
  • use of assessments to better meet the needs of all learners in a classroom
  • evidence-based instructional strategies that are the foundation for student achievement
  • the impact of growth mindset on educators and students
  • design inquiry-based teaching
  • dynamic, safe, inclusive, and responsive learning environments
  • design classroom space and layouts
  • create surveys to collect student voice
  • plan and design rich tasks

Delivery Format: Online

Health and Physical Education, P/J, Part 1

This Additional Qualification Course critically explores and enhances professional practices, critical pedagogies, knowledge and skills as outlined in the Health and Physical Education, Primary and Junior course (Part I).

Candidates will explore the philosophy and application of a healthy, active-living approach through opportunities to examine the teacher’s role within HPE and the healthy-schools framework. Successful candidates develop and demonstrate critical thinking and reflecting, engage in classroom practice, explore research, inquire and share their knowledge. Through the planning of a three-part lesson in HPE, candidates have the opportunity to advocate for the needs of the whole child, develop physical and health literacy, and commit to lifelong healthy, active living. This HPE course is aligned with the expectations outlined in the Ministry of Education curriculum policy documents and the OCT Standards of Practice and Ethical Standards.

Delivery Format: Blended

Health and Physical Education, P/J, Part 2

The Health and Physical Education (HPE), Primary/Junior Part 2 Additional Qualification Course extends candidates’ knowledge and skills for designing, delivering, and assessing program. Candidates examine their role within the healthy schools framework by considering the needs of the whole child, increasing knowledge and development of physical and health literacy, and strengthening commitment to lifelong healthy, active living. Candidates enrolled in this course will engage in critical thinking and reflecting, explore classroom practice and research, inquire and share their knowledge of planning a Health and HPE unit of study within the context of a healthy schools framework.

Delivery Format: Blended

Health and Physical Education, P/J, Specialist

The Health and Physical Education (HPE) Primary/Junior Specialist Additional Qualification Course extends, reinforces, and refines candidates’ knowledge and skills for designing, delivering, and assessing program. The course focuses specifically on the development of leadership skills and reflects the expectations outlined in the Ministry of Education curriculum policy documents and the OCT Standards of Practice and Ethical Standards.

Throughout the specialist course, candidates examine the role of the HPE leader within the healthy schools framework by considering the needs of the whole child, development of physical and health literacy, and commitment to lifelong healthy, active living. Participants demonstrate and share leadership expertise through critical thinking and reflecting, engaging in classroom practice, exploring research, and inquiry to consolidate knowledge of building capacity within a healthy schools community.

Delivery Format: Blended

Integration of Information and Computer Technology in Instruction, Part 1

Computer literacy has become the new basic skill. Teachers need to effectively use a computer in the classroom to increase resources and enhance student skills.

The course will provide a hands-on approach that will enable candidates, whether in elementary or secondary schools, to successfully integrate computer technologies across the curriculum. It will also provide a review of the basics of hardware and software and an exploration of materials, programs, and issues related to the integration of computer technology into the curriculum. Candidates will learn how to access and use relevant Internet resources, Web sites, and the use of other available programs. They will review criteria for choosing appropriate curriculum software for their classrooms, investigate software that can be run on a variety of platforms, and explore ethical issues related to computer use in the classroom.

Delivery Format: Blended

Integration of Information and Computer Technology in Instruction, Part 2

The Additional Qualification Course: Integration of Information and Computer Technology in Instruction, Part 2 employs a critical, pedagogical lens to explore in a holistic and integrated manner theoretical foundations, learning theory, program design, development and implementation, instructional design and practice, assessment and evaluation, the learning environment, research and ethical considerations related to teaching and learning within and across the divisions. Through these explorations, candidates strengthen professional efficacy by gaining in-depth knowledge, refining professional judgment and generating new knowledge for practice.

Delivery Format: Online

Integration of Information and Computer Technology in Instruction, Specialist

The Integration of Information and Computer Technology in Instruction Specialist additional qualification course guideline provides a conceptual framework for the course. Course providers and instructors use the guideline to develop and facilitate the Integration of Information and Computer Technology in Instruction Specialist course. The guideline framework is intended to be a fluid representation of key concepts and direction associated with Integration of Information and Computer Technology in Instruction.

Delivery Format: Online

Kindergarten, Part 1

This course is based on the new three-part specialist course designed to address the needs of teachers of full day kindergarten classes. This introductory course will give teachers an overview of the ideal structure for an exemplary full day program. Early years teachers will be given ideas and tools to use with their four and five-year-old students.

Delivery Format: Blended

Mathematics Primary/Junior, Part 1

Mathematics (Primary/Junior) Part 1 is designed to explore a variety of manipulative materials and to develop a balanced, rich, and challenging mathematics program for students in grades 1 to 6. Candidates will have opportunities to apply their learning through engaging practical experiences, discussion, networking and sharing the products of their learning.

Delivery Format: Blended

Mathematics Primary/Junior, Part 2

Mathematics, Primary/Junior, Part 2 builds on Part 1 to broaden candidates’ understanding of mathematics education.

The course will review the significance of the primary/junior components in the new curriculum, and the role of a variety of assessment strategies in mathematics, including diagnostic and provincial testing, with a view to considering how these can assist teachers in the improvement of mathematics understanding. It will also explore ways to integrate mathematics across the curriculum in order to use time more effectively; to highlight the relevance of mathematics in other subjects, and to increase mathematical literacy. Part 2 will review mathematics content such as geometry, measurement, and problem solving, the use of concrete materials to clinch understanding, and learn to evaluate available computer software as a resource for the mathematics program.

Delivery Format: Blended

Mathematics Primary/Junior, Specialist

The Primary/Junior Math Specialist Additional Qualification Course will engage you in the overall goal of using a process of inquiry to take your lifelong learner mindset in teaching to the next level of expertise by assuming a leadership role in mathematics’ instruction. Using the lenses of big and bigger ideas; threshold concepts and troublesome knowledge; and, the lens of algebraic reasoning added to the lens of spatial and proportional reason, you will examine the pedagogical content knowledge of the curriculum strands of Patterning and Algebra and Data Management and Probability.

You will also choose areas of interest, controversy, or future directions in mathematics’ instruction for conducting research through academic and classroom experience.

Delivery Format: Blended

Mathematics Grade 7 & 8

This course is designed to extend teacher skills and knowledge with a focus on practical instruction and assessment strategies that will help support mathematical learning for students in grades 7 and 8. Candidates will have opportunities to communicate and apply their learning through practical experiences, discussion, networking and sharing the products of their learning.

Please note – if you are not qualified to teach intermediate (grades 7 – 10) taking this course will not provide you with intermediate qualifications. This course is designed to assist those teachers already qualified to teach in the intermediate panel to teach grades 7 and 8 mathematics more effectively.

Delivery Format: Blended

Reading, Part 1

Through discussions, workshops, and presentations, candidates in Reading Part 1 develop their capacity to help students from kindergarten through grade 12 learn to read, write, and learn. Candidates begin by exploring the theoretical foundations of how we learn to read. Then candidates apply that knowledge to plan effective literacy assessment and instruction. They develop an increased capacity to select appropriate procedures and materials to help students learn to read and write individual words and to understand text. Candidates learn how to help students learn to express their thoughts and feelings when they speak, write, and create multimedia presentations.

Delivery Format: Online

Religious Education in Catholic Schools, Part 1

This course supports the ongoing commitment of Catholic teachers to religious literacy, personal and communal renewal and the building of faith community in our Catholic schools. The foundational component of in-depth scripture study coupled with faith development, liturgical celebration and ethical studies through the Catholic lens enables teachers to make faith connections within themselves and within their classroom curriculum. The integration of an informed faith with teaching practice enables teachers to support the Ontario Catholic Graduate School Expectations in a professional and powerful way. This course is open to all teachers who have a Certificate of Qualification and Registration from the Ontario College of Teachers.

Delivery Format: Blended

Religious Education in Catholic Schools, Part 2

This course, continues to support the ongoing commitment of Catholic teachers to religious literacy, personal and communal renewal and the building of faith community in our Catholic schools. The focus of this course is the prophetic voice of the Church. Through a close examination of the Judeo-Christian call to be a prophetic witness through the centuries, teachers are invited to align their current practice as Catholic educators with the prophetic voice of the Church today. Through the insights of sacred scripture, Church teaching and communal liturgical celebration, teachers are able to deepen their own spiritual commitment as prophetic voices in the Catholic School. Awareness of the marginalized and the option for the poor, in all of its meanings informs teaching practice and student achievement in concrete ways. This awareness enables teachers to make faith connections within themselves and within their classroom curriculum. The integration of an informed faith with teaching practice enables teachers to support the Ontario Catholic Graduate School Expectations in a professional and powerful way.

Delivery Format: Blended

Religious Education in Catholic Schools, Specialist

The underlying purpose of the Additional Qualification course: Religious Education, Specialist, is to promote the professional growth, religious literacy and curriculum leadership of teachers. To that end, the program fosters professional knowledge in the field of religious education, assists teachers in the ongoing commitment to religious formation and learning, integrates teaching practice in religious knowledge, builds faith communities through personal and communal renewal, and develops leadership skills that enhance school programs and student learning in Catholic schools.

Delivery Format: Blended

Special Education, Part 1

This course provides information and practice within the context of Special Education in Ontario. It serves as a thorough introduction to the range of exceptionalities, program planning and delivery, assistive technology, classroom management skills, as well as knowledge of other issues related to teaching students with special needs in a variety of settings.

Delivery Format: Online

Special Education, Part 2

Special Education Part 2 delves deeper into the learnings of Part 1. Key themes will include: the legal implications and applications of the Education Act as it pertains to Special Education; formal and informal assessment tools, as well as information gathered from observation, assessment and school documents to design effective programs for all exceptional students, using Psychological assessment data for programming; and, enhanced program design for exceptional students.

Delivery Format: Blended

Special Education, Specialist

This Specialist course builds on the concepts learned in Parts 1 and 2, as well as assisting teachers in developing effective collaboration and leadership abilities and consultation skills at the school and district levels. Candidates enhance their legal knowledge with the application and administration of current legislation. Other topics covered are innovative approaches to developing structures for programs, learning about their role on the school teams, in-service delivery models, how to co-ordinate community resources, and program assessment and evaluation.

Delivery Format: Blended

Special Education for Administrators

The Additional Qualification Course: Special Education for Administrators employs a critical, pedagogical lens to explore in a holistic and integrated manner theoretical foundations, learning theory, program planning, development and implementation, instructional design and practices, assessment and evaluation, the learning environment, research and ethical considerations related to teaching and learning within and across the divisions. Through these explorations, candidates strengthen professional efficacy by gaining in-depth knowledge, refining professional judgment and generating new knowledge for practice.

Delivery Format: Blended

Teaching Students with Communication Needs (Autism Spectrum Disorders)

If you support students with autism spectrum disorders, this course is essential. The course provides an overview of the characteristics of students identified with autism spectrum disorder (ASD). Participants will extend and apply their skills and knowledge in Special Education programs and services for their work with students with ASD. Teaching Students with Communications Needs (Autism Spectrum Disorders) lays the foundation for understanding what autism is, how students with autism learn, how they communicate, how they behave, as well as how to recognize and use their skills, strengths, and needs in their inclusion in the regular classroom.

This course will provide hands-on experience and knowledge needed by teachers to design and deliver programs and assessment for students along the spectrum. Components of program planning include applied behaviour analysis (ABA), parental and community involvement, and tools/strategies to manage complex situations. This course will be consistent with the expectations outlined in Ministry of Education curriculum policies and regulations, support documents, and planned transitions. It is open to all elementary and secondary teachers who have a basic qualification in general studies or technological studies.

Delivery Format: Blended

Teaching Students with Behavioural Needs

This Additional Qualification course is for those with an interest or background in special education and a desire to extend their knowledge. The course looks at the social, emotional, and environmental factors contributing to student behaviour and growth. Candidates will explore program design, implementation, and assessment. You will develop strategies to promote positive learning experiences for students with behavioural needs. You will add to your repertoire of skills / resources to help you guide and support prosocial skills.

The undergirding of the course is based on the following understandings:

  • behaviour is purposeful and serves a function
  • behaviour and environment affect each other
  • behaviour is predictable and manageable based on principles of applied behaviour analysis
  • understanding the theories of human behaviour promotes self-management

Key Course Tenets include:

  • instructional strategies and curriculum adaptations that promote self-esteem, autonomy, and self-regulation, and well-being
  • conditions that promote a positive, safe, inclusive, and healthy school culture and climate
  • how to incorporate community-building strategies and effective classroom management
  • designing positive behaviour support plans for whole-school, classroom, or individual students
  • using proactive, preventative, and positive approaches manage students’ behaviour
  • collecting and analyzing data
  • desired outcomes, inappropriate behaviours and appropriate replacement behaviours
  • discover ways to advocate for students, parents, and teachers
  • explore the broader role of the teacher working with students with behavioural challenges

Overall candidates will explore:

  1. The guiding concepts for pedagogy,
  2. Ministry of Education curriculum and district school board policies and guidelines,
  3. The theoretical foundations of the topics as they impact teaching and learning,
  4. Program design and implementation,
  5. Learning environments and instructional strategies conducive to the intellectual, social, emotional, physical, linguistic, cultural, spiritual, and moral development of the student,
  6. Reflecting and Documenting learning,
  7. Effective communication, engagement, and collaboration amongst all stakeholders.

Delivery Format: Blended