Special Education for Administrators prepares school and board system leaders to understand, address and support the needs of exceptional learners, with particular emphasis on anti-oppression, equity, and inclusion. While examining local, provincial, and federal policy, candidates will build a comprehensive understanding of the needs of exceptional learners so that they can foster an empowering special education program and system. A strong connection between the school-level special education program and board-level policy is essential for ensuring the success of all students, and in particular exceptional learners.

This course studies the principles of Christian Education; curriculum planning; teaching methods; and evaluation procedures for the teaching of religion in Ontario Roman Catholic Separate Schools.

• Certificate of Qualification

• Textbook Required

• 1.0

• Certificate of Qualification

• Textbook Required

• An acceptable University Degree

In this course learners will explore important considerations for instruction and assessment when
planning and teaching Grade 7 and Grade 8 math, including considerations for equity, diversity, and inclusion. This course
includes examples from the most recent research to support student progress and learning. There will be an opportunity to
engage with curriculum content, solve problems and explore evidence-based best-practice strategies and resources.
Learners will develop and collaborate to create practical tools and strategies and leverage technology to support student
learning. There will be an opportunity to explore equitable learning opportunities for all. The beginning of the course explores
evidence-based instruction and assessment strategies. This learning will serve as the foundation for the modules which are
focused on the strands in the curriculum and include opportunities to practice, apply prior learning and develop and share
new understandings through collaboration.

• 1.0

• A Certificate of Qualification

The Mathematics Primary and Junior Specialist course will continue the learning from Part 1 and Part 2 to support you in the development of an inclusive learning community where all students can develop and grow as mathematicians. The focus of the course will be on deepening your understanding and facility with both math knowledge for teaching and pedagogical knowledge for teaching. Through your work in your course, you will have opportunities to explore strategies for supporting student identities as math learners, teaching mathematics through a social justice and equity lens, and in the process develop your skills as a leader in mathematics. 

Credit Weight:1.0

Prerequisite(s):

• EDUC 4725 and EDUC 4726 or Parts I and II (on Certificate of Qualification);
• Two years teaching experience with one of the years in the area of specialization; and signature of the Supervisory officer.

This course builds on the learning in Mathematics Primary & Junior Part I, and your knowledge and skills regarding the creation of a dynamic community of mathematicians in your classroom. Through your work in this course, you will develop a foundation of mathematics instruction and assessment based on equity, diversity, and inclusion. You will further develop your understanding of the use of continua and a developmental approach to learning and expand your understanding of planning responsively and with intention. This course provides opportunities to broaden your knowledge of high impact instructional practices and effective, inclusive assessment practices. 

• 1.0

• A Certificate of Qualification
• EDUC 4725 or Mathematics Primary & Junior, Part 1 on your OCT Certification of Qualification
• One year of successful teaching experience, as verified by an appropriate supervisory officer.

This course provides you with the knowledge and skills to create a dynamic community of mathematicians in your classroom. By completing this course, you will be able to broaden your understanding of mathematical concepts and their development so that you can determine your students’ abilities and then design lessons to meet their needs.

• 1.0

• A Certificate of Qualification

 Note: This course is delivered primarily asynchronously, but may contain some optional Zoom sessions for exploring math concepts and teaching strategies together.

• Textbook Required

• Certificate of Qualification showing qualifications in the Primary division

This course is for certificated teachers in any but the intermediate division. This course analyzes human development theories, curricular policies and guidelines, and teaching strategies and practices in History, as they apply to the intermediate division.

• A recognized university degree
• Students must have two (2) full course equivalents in an acceptable teaching area (listed on Schedule A of Regulation 176/10)