This series of courses aims to utilize critical pedagogy to explore the multiple facets of teaching and learning in a holistic manner. Developed in collaboration with First Nations, Métis, and Inuit (FNMI) community members, the three courses in this series are intended to recognize and honour the rich cultural history of these groups, in relation to the Canadian educational context. Through blending a FNMI Holistic Education Framework with a student-centred partnership framework and traditional teachings from First Nations, Métis, and Inuit communities, students will exit these courses with proficient knowledge surrounding best practices for teaching FNMI students.

 In Part 1, students will critically explore current professional practices and pedagogies with regards to the traditional knowledge and histories from each of the First Nations, Métis, and Inuit groups.

This course is designed for each candidate to develop a Co-operative Education plan for use at the board level as well as the leadership skills for its implementation. It is expected that the plan will be in operational or workable form. The practical activities form an integral part of this course.

• Parts 1 and 2 (on Certificate of Qualification)
• Two years of teaching experience with one of the years in the area of specialization
• Signature of supervisory officer

• Part 1 (on Certificate of Qualification)
• One year of teaching
• Signature of supervisory officer

• Certificate of Qualification

Through a community-centred approach, candidates will collaboratively engage in learning inquiries that prioritize Black voices, philosophies, thoughts, and stories. This approach promotes listening, co-creating, and communicating with African, Afro-Caribbean and Black learners, families and communities. The learning process in this course is guided by the following overarching inquiry question: How do school leaders reimagine schooling to better serve Black learners and communities?

*Please note, OCT will recognize this qualification as Anti-Black Racism, Part 2 on a successful candidate's certification. We use the longer subtitle of the course as our title because it is a more accurate description of the course..

Credit Weight:

• Certificate of Qualification
• EDUC 4504 or Addressing Anti-Black Racism, Part 1 from another OCT-certified provider

Addressing Anti-Black Racism to Change Pedagogy and Practice, Part 1 (Addressing Anti-Black Racism AQ) seeks to challenge candidates' current understanding of pedagogy and practice by centering Black/Africentric ways of knowing and amplifying the lived experiences of Black students, families, and community members.  Through collaborative activities and deep reflective practices, this course employs Critical Race Theory, concepts of Blackness and Africentricity to support candidates to be immersed in ways of knowing that will support them in the work to address anti-Black racism in education.

*Please note, OCT will recognize this qualification as Anti-Black Racism, Part 1 on a successful candidate's certification. We use the longer subtitle of the course as our title because it is a more accurate description of the course.

Credit Weight:

• Certificate of Qualification

• 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)

 

This course provides K-12 teachers with the theoretical foundations of outdoor experiential education, and the necessary program planning, development and implementation, instructional strategies, assessment and evaluation, and support for ongoing professional growth required for high-quality outdoor experiential education.

• 1.0

• A Certificate of Qualification

Update: This course includes a mandatory retreat component. The retreat is dependent on current COVID-19 policies and restrictions during the dates of the scheduled retreat (July 4-6, 2022). Please contact the course coordinator for more information. The cost of the retreat (excluding your own travel) would be $300.

This course is a study of curriculum development through the grades and includes Ministry of Education Guidelines; characteristics and needs of students; content and sequence of instruction; instructional grouping; methods; materials and evaluation procedures. Pertinent research will be considered.

• Twenty (20) full course equivalents
• Nine (9) FCEs in major area with a B average
• Two years of teaching experience with one of the years in the area of specialization
• Signature of supervisory officer

In this module, candidates acquire and consolidate knowledge of policy governance,
systems thinking and provincial and district vision as the foundation for building
relationships and developing human resource capacity for realizing system goals. The
focus is on understanding the supervisory officer’s role in the design and
implementation of the strategic plan and organizational culture.

Please click here for details on registration.