Courses

General Information

All courses are delivered online with a combination of small group and whole group interactive, unit-based learning and lecture formats. All courses are 125 hours, $650 (CAN).

Candidates are responsible to the course instructor for all activities and assignments throughout the course as evidenced through the courses outlines. Niagara University courses are based on a five module approach with six tasks per module. In each module, the sixth task is connected to the candidate’s action research project.

All AQ courses have been developed with a minimum expectation of 125 hours of course work. The duration of the course is dependent on the session in which it is offered. Fall and spring courses are 12 weeks. There are two summer sessions. Session I* is eight weeks with an increased concentration of hours during the summer weeks. Session II** is five weeks with 25 hours per week of course work.

Assessment and Evaluation

The final evaluation in a Niagara University AQ course is on a ‘satisfactory’, ‘unsatisfactory’, or ‘incomplete’ basis, and assessments are built-in throughout all the assignments to provide timely feedback to assist candidates in maintaining at a satisfactory level of learning/work.

Updating Existing Candidate Qualifications  

Upon successful completion of the Additional Qualifications course, candidates will be recommended to the Ontario College of Teachers for the qualification. The Ontario College of teachers will subsequently update the Certificate of Qualification showing the year of the AQ completion.

Upon successful completion of the Additional Qualifications course Niagara University will mail the candidate their Statement of Results showing the course they have completed and the grade they attained. Students who wish to obtain an Additional Qualifications course transcript must send a written request to the Ontario Additional Qualifications course office by mail, email or fax together with the $5 fee.

Requests must be in writing and include:

  • Full name (and previous name if applicable)
  • Course completed
  • Date of attendance
  • Student number (or OCT number)
  • Address to which transcripts are to be mailed
  • Payment of fee

Schedule

SemesterRegistration ClosesDates
Spring 2015 - Session 1 - (11.5 weeks) February 5 February 5 - April 24
Spring 2015 - Session 2 - (11.5 weeks) April 1st April 1st - June 17
Summer 2015 - Session 1 (8 weeks)* May 20 May 20 - July 12
Summer 2015 - Session 2 (5 weeks)* July 7 July 7 - August 7

*Please note that the courses in these sessions are less than 12 weeks; therefore, it is the expectation that candidates will spend more time online during the summer weeks.

Candidates enrolled in this course will examine the dual mandate of Catholic education regarding the adaptation of Ministry of Education curriculum expectations from a Catholic perspective.  Candidates will reflect on the characteristics of Catholic schools that enable students to develop academically and spiritually within a safe, nurturing learning environment.  Based on this foundation, candidates will examine various pedagogical frameworks for curriculum adaptation based on Ministry of Education curriculum expectations and the Ontario Catholic Graduate Expectations.  Included in the frameworks will be an emphasis on backward curriculum design, assessment and evaluation, and identifying and applying effective learning strategies which include the role of the school, family and parish in the development of a Catholic graduate.  Candidates will have opportunities to access and review appropriate resources from the Ministry of Education and Catholic curriculum partners.  A major component of the course will involve action research where candidates will analyze and apply the content of the course to a sample adapted curriculum unit.

Candidates will examine the issues of developing inclusive schools and how to align assessment and evaluation guidelines within a Catholic perspective.  The course will provide examples of planning frameworks and models that emphasize the Ministry standards and expectations while also keeping in mind that Catholic teachers always aim to see Jesus in all their students.  Group activities will encourage the sharing of insights and activities that are already being taught in the Catholic School System. Candidates will take a leadership role through simulation tasks that require presenting to new teachers in their schools on aspects of planning and delivering a Catholic perspective to curriculum.  This course will benefit all candidates but especially those seeking positions of responsibility as the course addresses the current issues of the uniqueness of Catholic education in the province as distinct but also reflecting Ministry policy.

OCT Course Guideline

English as a Second Language part 1 has been developed to introduce teachers to the theory and practice of second language teaching and learning from a classroom teacher perspective. The course will prepare you to effectively teach English language learners in a class or subject specific course as well as provide a basis for teaching an ESL or ELD assignment. This course will examine underlying theories of language acquisition, the development of a safe, welcoming and equitable environment, assessment and programming as it pertains to English language learners and explore parent and community connections. ESL part 1 meets all of the requirements and expectations of the Ontario College of Teachers.

OCT Course Guideline

English as a Second Language part 2 develops teacher expertise in the theory and practice of second language teaching and learning from an ESL/ELD teacher perspective. The course will prepare you to effectively teach English language learners as a specialist ESL or ELD teacher.  This course will explore theories of language acquisition in depth, and consider the implementation of a safe, welcoming and equitable environment that adheres to the ESL Policy. It will develop expertise in ongoing and initial language proficiency assessment, programming development and modification. It will finally explore parent and community connections necessary for success. ESL part 2  meets all of the requirements and expectations of the Ontario College of Teachers.

Prerequisites for Part II

  • Part I or evidence of a Schedule A subject associated with the Intermediate or Senior division which the College considers equivalent
  • One year of successful teaching experience, certified by a supervisory officer (Certification of Teaching Experience Form, AQ Part II & III) - Form can be found on the on-line application  - Apply

OCT Course Guideline

Credit Hours: 125

English as a Second Language (Specialist) develops teacher leadership in ESL/ELD. The course will prepare you to effectively lead and instruct colleagues in the development of ESL programs, and in teaching English language learners. This course will explore the relationship between theories of language acquisition and professional development, and consider the implementation Ministry and local ESL policy to achieve a safe, welcoming and equitable environment for ELLs.  It will develop expertise in delivering a variety of professional development vehicles to instruct teachers in the areas of ESL/ELD programming and assessment.  It will finally explore parent and community policies, frameworks and connections necessary for success.  ESL part 3 meets all of the requirements and expectations of the Ontario College of Teachers.

Prerequisites for Part III (Specialist)

  • Part II or equivalent
  • Two years of successful teaching experience, including one in the subject in Ontario, certified by a supervisory officer. Experience outside of Ontario must be certified by an appropriate supervisory official (see Appendix 2 – Certification of Teaching Experience Form, AQ Part II & III). Please find form at Apply

OCT Course Guideline

Le cours de qualification additionnelle français langue seconde partie 1, est une introduction à la théorie et aux pratiques de salle de classe dans l’enseignement du français langue seconde. Ce cours vous donnera la possibilité d'enseigner le français langue seconde en Ontario. Étant le premier pas vers la spécialisation, il vous permettra d’acquérir des connaissances et des compétences de base nécessaires pour enseigner le français langue seconde de divers niveaux: cadre, immersion et intensif.  Vous aurez l’occasion d’explorer et de réfléchir sur le curriculum, les programmes et politiques du ministère de l’Éducation, les normes de la profession enseignante et la déontologie, les théories d’acquisition d’une langue seconde, les stratégies d’apprentissage, d’enseignement et d’évaluation et bien d’autres éléments pertinents à l’enseignement dans une atmosphère en ligne interactive et pratique. La recherche-action est le point culminant de ce cours.

IMPORTANT - Language Fluency Test

Candidates who are seeking Additional Qualifications in FSL must satisfactorily complete a fluency test. The fluency test is a mandatory component of admission to the FSL Part 1 AQ course. Results of the French fluency test will be provided to Niagara University for the purposes of admission to the French as a Second Language AQ course only.  Please contact us at 416-533-7039 to set up an appointment for the test.

OCT Course Guideline

Le cours de qualification additionnelle français langue seconde partie 2 a pour but d’approfondir vos connaissances et vos compétences acquises durant la partie 1.  Ce cours vous permettra d’enrichir vos théories et pratiques d’enseignement à travers la recherche, l’interaction en ligne avec vos collègues du cours pour accumuler ainsi des ressources importantes à votre profession. Vous aurez à démontrer vos connaissances, vos compétences et votre créativité dans la recherche-action.

Prerequisites for Part II

  • Part I or evidence of a Schedule A subject associated with the Intermediate or Senior division which the College considers equivalent
  • One year of successful teaching experience, certified by a supervisory officer (Certification of Teaching Experience Form, AQ Part II & III) - Form can be found on the online application at Apply

OCT Course Guideline

« Ce cours s’adresse aux personnes qui possèdent au moins deux ans d'expérience en enseignement dont au moins une année d'enseignement du FLS en Ontario. La capacité des participants de bien s’exprimer en français, tant à l’oral qu’à l’écrit, de façon à créer des expériences d’apprentissage positives et interactives pour tous les élèves est essentielle à la prestation d’un programme de français langue seconde. »

Ordre des enseignantes et des enseignants - Ligne directrice 2004

Description du cours

Ce cours qui comprend un volet sur le leadership, est accès sur la connaissance approfondie des divers programmes de FLS: de base, enrichi et d'immersion. Les participants ont l'occasion de réfléchir sur la matière, de communiquer et de mettre leur apprentissage en application dans le cadre d'expériences pratiques.

La formation doit refléter les Normes d’exercice de la profession enseignante et les Normes de déontologie de la profession enseignante qui sont enchâssées dans les attentes en matière d’apprentissage de la première partie du cours menant à la qualification additionnelle de français langue seconde.

Prerequisites for Part III (Specialist)

  • Part II or equivalent
  • Two years of successful teaching experience, including one in the subject in Ontario, certified by a supervisory officer. Experience outside of Ontario must be certified by an appropriate supervisory official (see Appendix 2 – Certification of Teaching Experience Form, AQ Part II & III). Please find form at Apply

OCT Course Guideline

 

Credit Hours: 125   /   Prerequisites: French as a Second Language (FSL) Part 2

Welcome to Guidance and Career Education, Part 1. This course is an introductory course that explores principles in school guidance in the following areas: theory, diverse learners, their preferences, and environments, program planning and implementation, assessment and evaluation, shared support for learning, and ethical considerations related to teaching and learning.

 

Guidance and Career Education, Part 1 is a course taken for teachers with aspirations to work in a guidance department and it is also beneficial for any classroom teacher as it provides tools for teachers:

  • To support students in their classrooms – both academically, socially and emotionally;
  • To guide student experiencing issues - both inside and outside of the     classroom;
  • To help students set short and long term goals;
  • To advise students with planning their futures;
  • To create positive, inclusive and safe learning environments;
  • To instruct, assess and evaluate according to ministry standards; and more.

This course will provide an overview of policies and practices in Guidance and Career Education in Ontario. Candidates will gain practical strategies for working with students through the exploration of theory and research, by sharing with other candidates, personal and professional reflection, and by observation in the classroom and guidance area.

OCT Course Guideline

Credit Hours: 125

Course Description


Welcome to Guidance and Career Education, Part 2.

 

This course is designed to build upon the knowledge gleaned from Guidance and Career Education Part 1, to further enhance professional practice, and extend and apply knowledge and skills in the design and delivery of Guidance and Career Education courses.

 

“Part II explores the theoretical foundations, the development of diverse learners, program planning and implementation including curriculum implementation and delivery, learning preferences, assessment and evaluation, the learning environment and ethical considerations related to teaching and learning across the divisions.” (Ontario College of Teachers, 2011)

 

Guidance and Career Education, Part  2 is a course taken for teachers with aspirations to work in a guidance department and it is also beneficial for any classroom teacher as it provides tools for teachers:

  • to support students in their classrooms - academically, socially and emotionally;
  • to guide student experiencing issues  - both inside and outside of the classroom;
  • to help students set short and long term goals and to advise students with planning their futures;
  • to create positive, inclusive and safe learning environments;
  • to instruct, assess and evaluate according to ministry standards;
  • to assess shared support for learning, including parent engagement strategies…

 

and more.

This course will provide an overview of policies and practices in Guidance and Career Education in Ontario. Candidates will gain practical strategies for working with students through the exploration of theory and research, by sharing with other candidates, personal and professional reflection, and by observation in the classroom and guidance department. 

Candidates will deepen their understanding of Guidance and Career Education policies and practices and will review, reflect, and discuss current issues in schools with special emphasis on program planning/implementation, instructional strategies and assessment as it pertains to Guidance and Career Education.

Prerequisites for Part II

  • Part I or evidence of a Schedule A subject associated with the Intermediate or Senior division which the College considers equivalent
  • One year of successful teaching experience, certified by a supervisory officer (Certification of Teaching Experience Form, AQ Part II & III) - Form can be found on the online application at Apply

OCT Course Guideline

 

Credit Hours: 125

This course is designed to build upon the knowledge gleaned from Guidance and Career Education Part 1 and Part 2, to further enhance professional practice, and extend and apply knowledge and skills in the curriculum leadership of Guidance and Career Education courses.

The Guidance and Career Education, Specialist course explores the theoretical foundations, school-wide Guidance programming, the development of diverse learners, program planning and implementation, including curriculum implementation and delivery, learning preferences, assessment and evaluation, the learning environment and ethical considerations related to teaching and learning across the divisions.  Critical to the implementation of this course is the modeling of a positive learning environment that reflects care, professional knowledge

Prerequisites for Part III (Specialist)

  • Part II or equivalent
  • Two years of successful teaching experience, including one in the subject in Ontario, certified by a supervisory officer. Experience outside of Ontario must be certified by an appropriate supervisory official (see Appendix 2 – Certification of Teaching Experience Form, AQ Part II & III). Please find form at Apply

OCT Guidelines

Prerequisites: Guidance Part 2

Integration of Information ad Computer Technology Part I is an introductory course primarily intended for elementary and secondary teachers who are interested in learning how to extend and enrich students’ learning through

information and communication technology. It focuses on the theory and practice underpinning the delivery of curriculum through the integration of information and communication technology within the classroom setting. The course explores practical use of Web tools, Ministry of Ontario licensed software and their applicability to the classrooms across both panels.

OCT Course Guideline

Course Description

This course is intended to enhance professional practice, and extend and apply knowledge and skills in the design and delivery of Integration of Information and Computer Technology in Instruction, Part II.

The Additional Qualification Course Integration of Information and Computer Technology in Instruction, Part II explores the theoretical foundations, the development of learners, program planning and implementation, assessment, the learning environment and ethical considerations related to teaching and learning.

Critical to the implementation of this course is the modeling of a positive learning environment that reflects care, professional knowledge, ethical practice, leadership and ongoing learning. It is recognized that candidates working in the publicly funded school system, independent/private institutions or First Nations schools will have a need to explore in an integrated delivery model, topics and issues of particular relevance to the content in which they work or may work.

The Additional Qualification Course: Integration of Information and Computer Technology in Instruction, Part II offered by Niagara University reflects an understanding that each student is an individual who, through God’s grace, brings to our classrooms unique experiences, gifts and understandings.

 

This Part II course has an emphasis on job-embedded action research, asking measurable questions and carrying out the “processes” of effective inquiry on any issue deemed relevant to the candidate related to program planning and assessment. The course requires constant feedback by the instructor as well as technical support to ensure successful completion.

The design, course content and implementation of the Additional Qualification Course: Integration of Information and Computer Technology in Instruction, Part II support effective teacher education practices. The following course components support and inform effective professional knowledge and practice within the Additional Qualification Course: Integration of Information and Computer Technology in Instruction, Part II.

The ethical Standards for the Teaching Profession and the Standards of Practice for the Teaching Profession are embedded within the overall expectations of this course.

Your instructor for this course will have contacted you by now. Please feel free to contact him/her at anytime via your journal in Blackboard with any questions.

Prerequisites for Part II

  • Part I or evidence of a Schedule A subject associated with the Intermediate or Senior division which the College considers equivalent
  • One year of successful teaching experience, certified by a supervisory officer (Certification of Teaching Experience Form, AQ Part II & III) - Form can be found on the online application at Apply

OCT Course Guideline

 

 

Credit Hours: 125

 Course Description

 The Additional Qualification course: Computers in the Classroom, Specialist  provides candidates with a strong foundation and understanding of the vision and underlying philosophy related to information and communication technology and its integration within a 21st century learning framework. The course is open to candidates who meet the entry requirements identified in Regulation 184/97. The College recognizes that candidates will have a need to explore in an integrated delivery model, topics and issues of particular relevance to the educational context in which they work or may work.

Critical to the delivery of Computers in the Classroom is the ability of teachers to ensure positive and interactive learning experiences for all students. Teachers are skilled at combining their knowledge of child and/or adolescent development and learning with their understanding of information and communication technology to facilitate active student engagement. The course is based on an in depth knowledge of information and communication technology to support and enrich the curriculum and includes a focus on leadership skills. Candidates will have opportunities to reflect, communicate and apply their learning through practical experiences. 

Your instructor for this course will have contacted you by now. Please feel free to contact him/her at anytime via your journal in Blackboard with any questions. 

Prerequisites for Part III (Specialist)

  • Part II or equivalent
  • Two years of successful teaching experience, including one in the subject in Ontario, certified by a supervisory officer. Experience outside of Ontario must be certified by an appropriate supervisory official (see Appendix 2 – Certification of Teaching Experience Form, AQ Part II & III). Please find form at Apply

OCT Course Guideline

Credit Hours: 125

This introductory course will allow participants to explore theoretical foundations of early childhood, child development, play-based learning environments, instructional pedagogy that supports the early learner, assessment practices that make children’s learning and thinking visible and the power of shared partnerships with families and other early year professionals. This course is aligned with the Full-Day Early Learning Kindergarten Program (Draft 2010) and other supportive, current Ontario resources, legislation, policies and materials. It is grounded in the Ethical Standards for the Teaching Profession and the Standards of Practice for the Teaching Profession. Participants will explore current research and knowledge and re-think traditional practices in the teaching of Kindergarten. Participants will be immersed in learning opportunities that include professional reading, learning through media, reflection, action research and dialogue with colleagues.

Download the curriculum guideline for this course from the OCT Webste at:

OCT Course Guideline

Please note: Candidates for part 1 of the specialist qualification in Kindergarten must hold a qualification in the Primary division

Credit Hours: 125

 

The Additional Qualification Course: Kindergarten Part II employs a critical lens 
to explore in a holistic and integrated manner theoretical foundations, the 
development of learners, program planning and implementation, instructional 
practices, assessment, the learning environment and ethical considerations related 
to teaching and learning.
Critical to the implementation of this course is the modeling of a positive 
learning environment that reflects care, diversity and equity. This course supports 
the enhancement of professional knowledge, ethical practice, leadership and 
ongoing learning.

Prerequisites for Part II

  • Part I or evidence of a Schedule A subject associated with the Intermediate or Senior division which the College considers equivalent
  • One year of successful teaching experience, certified by a supervisory officer (Certification of Teaching Experience Form, AQ Part II & III) - Form can be found on the online application at Apply
Download the curriculum guideline for this course from the OCT Webste at:

OCT Course Guideline

 

Credit Hours: 125

Candidates who participate in the Additional Qualification Online Course Kindergarten Specialist will enhance their professional practice, extend and apply knowledge and skills in the curriculum leadership of Kindergarten programs.

This course uses a critical lens to further explore and consolidate the learning from Kindergarten Parts 1 and 2 in order to develop a comprehensive understanding of all aspects of kindergarten programming. Emphasis is placed on providing leadership in the implementation of Ontario Ministry of Education curriculum, policies and guidelines as they relate to:

•  theoretical foundations

•  planning for and creating play-based learning environments

•  leadership in the instructional setting  and the early learner

•  observation, assessment and evaluation and

•  shared partnerships.

Prerequisites for Part III (Specialist)

  • Part II or equivalent
  • Two years of successful teaching experience, including one in the subject in Ontario, certified by a supervisory officer. Experience outside of Ontario must be certified by an appropriate supervisory official (see Appendix 2 – Certification of Teaching Experience Form, AQ Part II & III). Please find form at Apply

OCT Guideline

Course Description

 

Welcome to Librarianship, Part 1. This course is an introductory course for potential teacher-librarians. The course aims to enhance professional practice and extend knowledge and skills that will prepare teachers to co-ordinate an integrated school curriculum as part of the School Library Information Centre. The following aspects of the school librarianship are explored: the role of the teacher-librarian in student achievement and school-wide initiatives; evidence of the teacher-librarian's potential impact; collaboration; integration of technology and connecting with parents/guardians and the community. Also included are the fundamentals of school library management.

 

Your instructor for this course will have contacted you by now. Please feel free to contact him/her at anytime via your journal in Blackboard with any questions.

OCT Course Guideline

 

Credit Hours: 125

 This course is intended for elementary or secondary teacher-librarians and or teachers who aim to further develop professional practice and extend knowledge and skills learned in Librarianship Part 1.  The focus of the course is on the school library as a key component of student education.  You will explore further the teacher-librarian's role in programming for students and teachers given that recent research provides strong evidence that school libraries and teacher-librarians have a positive impact on student achievement.  You will acquire skill in incorporating current information technologies in to your practice as a teacher from the stand point of their contribution to curriculum as well as program advocacy.  You will examine issues that you may face around selection of materials and strategies used to develop balanced collections for all learners. 

Prerequisites for Part II

  • Part I or evidence of a Schedule A subject associated with the Intermediate or Senior division which the College considers equivalent
  • One year of successful teaching experience, certified by a supervisory officer (Certification of Teaching Experience Form, AQ Part II & III) - Form can be found on the online application at Apply
Download the curriculum guideline for this course from the OCT Webste at:

OCT Course Guidelines

Mathematics instruction is a priority in today’s classroom and as teachers we want our students to enjoy, understand and to be successful in the learning of mathematics. Making sense of the mathematics that students are learning is the key to building confidence and a sense that they are able to do it. This course focuses on improving teaching practices in the area of mathematics content, assessment and evaluation, creating a problem-solving environment, and effective lesson planning.  The course will hopefully build  greater confidence in making sense of the mathematics that is being taught and in turn help students do mathematics with understanding and confidence. This course will also provide you with numerous on-line resources to support your professional learning of mathematics and programming for mathematics.

OCT Course Guideline

Credit Hours: 125

Welcome to Mathematics Primary and Junior Part II 

 

“As teachers become more familiar with which ideas are more complex for students and why, they are better able to ensure that their instruction is at the appropriate developmental level for students, and that it challenges students’ mathematical conceptions in appropriate ways. This minimizes the likelihood of students developing mathematical misconceptions.”(Small,M. (2009). Making Math Meaningful to Canadian Students, K–8. Toronto, ON: Nelson Education). 

All educators – classroom teachers, early childhood educators, school principals and other instructional leaders in the education system – use a variety of critical thinking and problem-solving strategies to engage all students in making connections between content and process as they work toward a thorough understanding of mathematics. 

Focusing on mathematics involves…

• starting with the curriculum – for both content and instructional strategies

• planning, sequencing and connecting mathematical key concepts across the grades

• helping students explore and make sense of patterns and relationships between and among the strands

• enabling students to apply their mathematical knowledge and extend their understanding

• enabling students to develop a deep understanding of mathematical concepts, skills and processes

• engaging students as co-learners in the development, refinement and expression of mathematics, including multiple representations of mathematical concepts

• undertaking complex mathematical tasks that are meaningful to students and engage them in learning relevant and rigorous mathematics

• using the range of higher-level thinking skills in mathematical processes:

– problem solving, reasoning and proving, communicating, representing, connecting, reflecting, selecting tools and computational strategies

• encouraging multiple approaches for learning and actively doing mathematics

• planning learning tasks and opportunities through differentiated instruction

• fostering questioning – teacher to student, student to student, student to teacher – so that all can see the value in mathematics learning

• providing students with opportunities to consolidate their understanding of the mathematical processes and concepts

• developing learning goals and success criteria in response to student thinking and reasoning

(Paying Attention to Mathematics Education, The Mathematics Working Group, OME p.4) 

This course will elaborate on many of the ideas listed in above in “Focus on Mathematics”. The list was created by “The Mathematics Working Group”. Its group task was to advise the Ministry on ways to bring about a positive change in the teaching and learning of mathematics and to ensure better results for all students.   

Prerequisites for Part II

  • Part I or evidence of a Schedule A subject associated with the Intermediate or Senior division which the College considers equivalent
  • One year of successful teaching experience, certified by a supervisory officer (Certification of Teaching Experience Form, AQ Part II & III) - Form can be found on the online application at Apply

OCT Course Guideline

Credit Hours: 125

The Additional Qualification Course: Mathematics Primary and Junior, Specialist explores the theoretical foundations, the development of learners, program planning and implementation, assessment, the learning environment and ethical considerations related to teaching and learning across the divisions. Critical to the implementation of this course is the modeling of a positive learning environment that reflects care, professional knowledge, ethical practice, leadership and ongoing learning.

Prerequisites for Part III (Specialist)

  • Part II or equivalent
  • Two years of successful teaching experience, including one in the subject in Ontario, certified by a supervisory officer. Experience outside of Ontario must be certified by an appropriate supervisory official (see Appendix 2 – Certification of Teaching Experience Form, AQ Part II & III). Please find form at Apply

OCT Course Guideline

The Additional Qualification Reading Part I Online Course provided by Niagara University is a comprehensive introduction to the foundations of the complex task of teaching literacy skills for the twenty-first century. A focus on the components that create an engaging, cross-curricular literacy program will enable the participants to develop a solid understanding of what is important in effective instruction in reading and writing at all elementary grade levels.

In order to facilitate the learning in this online course, participants will have the opportunity to engage in independent reading and reflection of the current research and theories of literacy instruction. The ability to engage in professional dialogue and interaction with other candidates will greatly enhance the understanding of the content and topics of the five modules around which this course is designed: The Reading Framework, Using Data to Drive Reading Instruction, Moving Our Students Forward, Comprehensive Literacy, and All Kids Are Our Kids. Participants will find that the activities and assignments in each module will relate practically to the classroom and implementation of the expectations in the Ontario Curriculum.

This online course fulfills the requirements of the guidelines of the Ontario College of Teachers in exploring theoretical foundations of reading, the development of learners, program planning and implementation, assessment, the learning environment and the ethical considerations related to teaching and learning across divisions.  Successful candidates will be able to understand and implement the critical components of an effective literacy program within teaching-learning cycles by planning with the end in mind while considering of the needs of individual students by creating differentiated, student-focused reading instruction. The ongoing Action Research Project provides candidates with the ability to engage in inquiry and reflection in order to facilitate further understanding of an effective literacy program.

OCT Course Guideline

The Additional Qualification Reading Part II Online Course provided by Niagara University allows the participants to develop a deeper understanding of the foundations of reading instruction first explored in Reading Part I. Participants will have the opportunity to engage in a more thorough investigation of the concepts of Reading Part I in order to further enhance their understanding of the reading process and the instructional strategies that facilitate the reading goals of independence, fluency, comprehension, higher order thinking and motivation and support the expectations of the Ontario curriculum. Participants will engage in activities that will enhance their professional practice and extend and apply the knowledge and skills acquired in the design and delivery of effective reading programs. Candidates will participate in learning experiences about program, instruction, pedagogy and assessment and evaluation and have opportunities for professional reading, reflection, dialogue and expression as integral parts of the course.

This online course will focus on creating literate learners for the twenty-first century who will be able to use prior knowledge and a variety of strategies to decode text, participate in creating meaning from text, be able to understand and produce a variety of forms of text, and will critically analyze text in order to develop a critical stance. The overwhelming exposure of our students to a variety of texts of all forms today, in the world beyond the doors of the classroom requires candidates to consider what it means to be literate in today’s world and to bring the world of the students into the classroom environment through comprehensive literacy instruction.

This online course fulfills the requirements of the guidelines of the Ontario College of Teachers in exploring theoretical foundations of reading, the development of learners, program planning and implementation, assessment, the learning environment and the ethical considerations related to teaching and learning across divisions. ). Topics of study in the five modules of the Reading Part II section will include: Reading Instruction; An Effective and Comprehensive Literacy Program; Digging Deeper with Effective Strategies; Assessment For, As, and Of Learning; and Involving Critical Stakeholders. Once again, the Action Research Project portion of the course will provide an opportunity for participants to implement a theory of action and engage in reflection that will further inform an effective approach to literacy instruction.

Prerequisites for Part II

  • Part I or evidence of a Schedule A subject associated with the Intermediate or Senior division which the College considers equivalent
  • One year of successful teaching experience, certified by a supervisory officer (Certification of Teaching Experience Form, AQ Part II & III) - Form can be found on the online application at Apply

OCT Course Guideline

Welcome to the Reading Specialist

"Literacy is often broadly defined as the ability to read, write, speak, listen, and think critically. Research shows that being literate is closely linked to one's ability to access power and negotiate the world around them. Young people need to develop strong literacy skills to communicate effectively, gain respect from peers and authority, participate in their communities in a meaningful way, and fully contribute to society. Building literacy, therefore, goes far beyond improving a child's ability to read and write. It speaks to the larger societal issues of access and equity. In our society, being literate opens doors, allowing one access to power, and, in many cases, helps to level the playing field."                                                                                                                                                                                  The Alliance for Excellent Education, 2004

Candidates who participate in the Additional Qualification Online Course Reading Specialist will first and foremost enhance their professional practice, and extend and apply knowledge and skills in the curriculum leadership of reading programs.

They will collaborate in the modeling of a positive learning environment that reflects care, professional knowledge, ethical practice, leadership and ongoing learning as they have the opportunity to learn with and from fellow candidates in skills related to teaching and learning across the divisions of the elementary panel.

Candidates for the Reading Specialist will be able to consolidate the learning from the Parts 1 and 2, in order to develop a comprehensive understanding of all aspects of reading instruction. Emphasis will be placed on providing leadership in the implementation of the Ontario Ministry of Education curriculum, policies and guidelines in relation to theoretical understanding, program planning, assessment, and collaboration with the school and broader community. Candidates will benefit from engaging in ongoing inquiry, dialogue and reflection in order to enhance their professional knowledge in support of student learning.

Prerequisites for Part III (Specialist)

  • Part II or equivalent
  • Two years of successful teaching experience, including one in the subject in Ontario, certified by a supervisory officer. Experience outside of Ontario must be certified by an appropriate supervisory official (see Appendix 2 – Certification of Teaching Experience Form, AQ Part II & III). Please find form at Apply

OCT Course Guideline

 

Credit Hours: 125   /   Prerequisites: Reading Part 2

Special Education Part 1 is a prerequisite for any teacher in a Special Education setting; but it is also very beneficial to every teacher who has special education students in a regular class.

The course will include an overview of the Special Education policies and practices in the province of Ontario.  Practical strategies for working with students who have special needs are explored through research, theory and personal observation.

Teaching methods include open ended inquiry, critical thinking and social interaction. It will also include whole class and small group discussion online, individual and cooperative activities and other new and old methods of presentations.

Throughout the course, special emphasis is made with the process by which students become identified as exceptional and ways of programming and planning for students who are identified as exceptional. Writing I.E.P.'s and the I.P.R.C. process for both identified and non-identified students will be examined in the light of new technology support. Candidates will gain skills in working with parents and community agencies.  

OCT Course Guideline

 

Special Education Part 2 – AQS 518

Special Education Part II is open to all teachers who have a basic qualification in general studies or technological studies who wish to deepen their knowledge regarding students identified as exceptional, however, all classroom teachers may wish to better prepare themselves for teaching students with special needs who are being included in the regular classroom. 

The underlying purpose of Special Education Part II is to extend and apply skills and knowledge of teachers in the design, delivery, programming and assessment of special education.  Special Education Part II supports the expectations outlined in the Ministry of Education curriculum policy documents and other Ministry of Education policies.  Candidates will have an opportunity to deepen their knowledge regarding students identified as exceptional while gaining more in depth information and practice in special education.

This course focuses on developing programs based on appropriate assessment for students identified as exceptions and fosters discussion on important issues that culminate in a Practical Teaching Project relevant to the candidates. Candidates enrolled in this course have obtained the pre-requisite qualification course, Special Education, Part I.  The Additional Qualification course:  Special Education, Part II extends the knowledge and skills of Part 1.

Prerequisites for Part II

  • Part I or evidence of a Schedule A subject associated with the Intermediate or Senior division which the College considers equivalent
  • One year of successful teaching experience, certified by a supervisory officer (Certification of Teaching Experience Form, AQ Part II & III) - Form can be found on the online application at Apply

OCT Course Guideline

 

 

Special Education Specialist is open to all elementary or secondary teachers who have a basic qualification in general studies or technological studies and who wish to deepen further their knowledge regarding students identified as exceptional.

Candidates enrolled in this course have obtained the pre-requisite qualification course, Special Education Part 2.  The Additional Qualification course:  Special Education Specialist extends the knowledge and skills of Part 2 and continues to focus on theory and practice in special education.  Critical to the delivery of special education is the ability of teachers to ensure positive learning experiences for students.  The Additional Qualification course - Special Education Specialist provides candidates with more in depth information and practice in special education.
As well, it focuses on leadership in the field of special education.  The course continues to foster discussion on important issues that culminate in a Practical Leadership Project relevant to candidates.

Prerequisites for Part III (Specialist)

  • Part II or equivalent
  • Two years of successful teaching experience, including one in the subject in Ontario, certified by a supervisory officer. Experience outside of Ontario must be certified by an appropriate supervisory official (see Appendix 2 – Certification of Teaching Experience Form, AQ Part II & III). Please find form at Apply

Credit Hours: 125   /   Prerequisites: Special Education Part 2

Publicly funded Catholic schools are an enduring gift to our students and the province. By deepening our awareness of the dimensions of the special call to teach in our schools and the privileged role they play in our communities, teachers can better understand their place in Catholic education.

 

Teaching in a Catholic School is designed to acquaint participants with the most important features of leading learning in Ontario Catholic schools. Using online and constructivist learning principles, the course answers these key questions:

  • What is the story and mandate of Catholic education and why is it important?
  • What is our place in the Church as it interacts with the world? Why is this mission significant?
  • What is the Religious and Family Life Education for Catholic Schools? Why does it matter?
  • How can we serve the needs of students in Catholic Schools?
  • How and why do we bring curriculum to life?

This computer-mediated course enables candidates to complete their course work at their chosen location in their own time providing that assignments and activities are completed by the specified due date. This will be an engaging experience as we explore the foundation and underlying philosophy related to supports for English language learners in an online environment.

OCT Course Guideline

 

The underlying purpose of the Additional Basic Qualification course is to extend the skills and knowledge for teaching in the junior division and subject-specific junior division program. At least one half of the course concentrates on subject specific content.

Successful completion of the course developed from this guideline enables teachers to receive the Additional Basic Qualification: Junior Division.

OCT Course Guideline

The Additional Qualification course: Integration of Information and Computer Technology in Instruction, Specialist provides candidates with a strong foundation and understanding of the vision and underlying philosophy related to information and communication technology and its integration within a 21st century learning framework. Candidates will explore an integrated delivery model, topics and issues of particular relevance to the delivery of knowledge and skills in all subject areas.

Prerequisites for Part III (Specialist)

Part II or equivalent

Two years of successful teaching experience, including one in the subject in Ontario, certified by a supervisory officer. Experience outside of Ontario must be certified by an appropriate supervisory official (see Appendix 2 – Certification of Teaching Experience Form, AQ Part II & III). Please find form at Apply

OCT Course Guideline

Prerequisites: Part II or equivalent