This course is for certified teachers and addresses the theoretical foundations of Family Studies in the intermediate division, including:

• Program planning and implementation
• The learning environment
• Current legislation and policy

• A recognized university degree
• Students must have two (2) full course equivalents in Family Studies or related subjects, such as Psychology, Sociology, Interdisciplinary Studies, Women's Studies

This course provides an overview of the uses of computers in education. The course's central themes relate to teaching about computers and teaching with the aid of a computer. The course draws examples from a variety of subject areas in both the elementary and secondary panels. The practical activities form an integral part of this course.

• 1.0

• Certificate of Qualification

• 1.0

• Certificate of Qualification
• Students will be required to do the Admissibility Test (oral and written) and receive 68% or better (in all categories) before they are allowed to register for the course.
  • Students will be notified if they are successful on this assessment prior to entry into the course. Completed tests will not be returned to students; however, students can request feedback if they are not successful.
  • For more information about these tests, please view the following videos:
    • Comment se préparer au test d'admissibilité au cours FSL 1 AQ? - Lori Ruberto (Educators In Focus)
    • Preparing For The FSL Admissibility Test - Lori Ruberto (Educators in Focus, Lakehead University)

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 the final Specialist course, students are taught how to foster the knowledge from Part I and II into a leadership role, where they can cultivate professional efficacy, leadership opportunities, and create a culture of critical reflection in their school communities. 

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.

Building from the knowledge learned in the first component, Part II directs students to critically reflect on current practices; and also to design, apply, and facilitate discussions related to possible learning opportunities to implement change. 

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.

• 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)