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.

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

This course studies the sound, syntax, and semantics of the English language with reference to two other languages (Spanish, French, Chinese, Ojibwe, Cree, Ukrainian, Italian, or Finnish). The practical activities form an integral part of this course.

Credit Weight:

• 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

An advanced course in the use of computers in the classroom designed for educators in curriculum leadership roles. Educational research on the impact of computers in society and in the schools will be examined, and implications for school-wide, system-wide, programs (K-12) based on Ministry of Education policy will be considered. The use of computers with exceptional learners will also be explored. Leadership roles, change processes, and in-service strategies designed to facilitate program development; implementation and evaluation will be investigated and applied through practical activity in school/system settings.

• 1.0

• 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

This is an advanced course in reading education designed for educators in curriculum leadership roles. This course examines current issues in linguistic and cognitive development as well as the implications for school-wide and system-wide reading programs. Specialized leadership roles in reading education will be examined through the solving of practical classroom, school, and system-related problems. Change processes and in-service strategies designed to facilitate program development will be investigated. The concept of a school-wide reading program across the subject areas will be developed. The role of literature, in particular novel study, will be a significant part of the school-wide concept. 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

This course provides candidates with a further understanding of Scripture and Catholic faith formation as well as the role of sacrament, prayer, and spirituality and their implications for teaching and learning in a Catholic school environment. The course also addresses moral and ethical issues facing Catholic educators today.

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

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

This course enables counsellors to advance their skills in interpersonal relations and administration as well as increase their knowledge of business-industry in the community. The practical activities and advanced counselling practicum 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