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The DDSB is proud to present an AQ syllabus that includes a variety of courses offered in both online and hybrid (face-to-face / online) formats as permitted by local health regulations. Noted below, you will find a complete list of courses and their descriptions currently offered through our program. Sessions are scheduled three times throughout the year; Fall (September – December), Spring (February – May), and Summer (July). While registration is generally open for each of these courses 3 times per year, individual registrations will not be approved and processed until the minimum requirement of 5 participants has been reached in each course each session. If a course is available for registration, there will be a clickable, “Register Now!” button.
The DDSB will continue to present all AQ courses in a virtual, online format until further notice. As health regulations allow, we will start to incorporate blended courses back into our regular scheduled offerings.
Courses, such as First Nation, Métis and Inuit Studies, will have regular, scheduled, synchronous sessions throughout the presentation of the course. Some of these sessions will be scheduled to take place in person at New Credit, First Nation. These dates and times can be found via the course description below. Attendance at all online and in-person sessions is mandatory to be recommended for this course.
| Dance Education |
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Part 1
Dance education enables students to develop essential skills for today's dynamic world including innovation, collaboration, critical thinking and creation. Dance provides an approach to learning in all subject forms through movement and exploration that benefits all students.
In today's society, students are often greatly connected to media of all forms resulting in lack of interpersonal skills, a sedentary lifestyle, and less connection to themselves and direct community. Dance provides an opportunity for connection amongst students themselves, peers and a greater audience. Resiliency, self-reflection, well-being and a positive mentality are all gained through effective and safe dance education.
The overall goal of this additional qualification course is to provide candidates with the strategies and tools they require to accurately, safely, and effectively implement the Ontario dance curriculum into their classrooms and schools. This includes leading activities and movement tasks, assessing and evaluating dance, technology in the classroom, exploring social justice issues through movement, cross-curricular work, and implementing community connections. Candidates will gain an appreciation of the dance arts, understand dance from an Ontario perspective, which includes inclusive, equitable, and culturally responsive practices to reflect the wide variety of learners in our classrooms. Candidates will conclude the course feeling prepared to educate on the value and benefits of dance, and implement this knowledge into their classrooms, schools and communities.
This course will be presented weekly in a blended format that will consist of 14 in-class sessions (4.5 hours each), 7 online sessions (5 hours each) and participants will also be expected to complete assignments that account for approximately 30 hours of independent inquiry.
This course is not currently being offered.
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| Equitable and Inclusive Schools |
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Part 1
The AQ Course Equitable and Inclusive Schools Part I, explores the theoretical foundations, development of learners, program planning, and implementation, assessment, equitable and inclusive learning environment, and ethical considerations related to teaching and learning with equity and inclusion in mind. The course will critically explore frameworks and strategies that foster the creation and sustainment of a safe, inclusive, equitable, accepting, and engaging learning environment for all. Candidates will participate in adult learning theories and processes that foster critical reflection, dialogue and inquiry, while exploring shared ethical and professional responsibility to identify and challenge individual and systemic barriers to support the learning, well-being and inclusion of all learners. We acknowledge that candidates will bring a wide range of strengths, lived experiences, and will have diverse abilities to demonstrate their understanding of the course content, thus an integrated and responsive approach will be adapted in how learners will engage and demonstrate their understanding. This course will be of interest for teachers interested in issues of equity, social justice, anti-oppression, anti-discrimination, and anti-racism through the lens of an inclusive and equitable classroom environment.
The Standards of Practice for the Teaching Profession and the Ethical Standards for the Teacher Profession from diverse perspectives have been embedded in the learning expectations for the AQ course: Equitable and Inclusive Schools, Part I. The course in grounded in Ontario’s Learning Context, Ontario Human Rights Code and foundational principles of an Anti-Oppression Foundation, Truth and Reconciliation Commission of Canada: Calls to Action, Aménagement Linguistique Policy (PAL), Accessibility for ALL and Learning for All-Special Education to inform instructional practices that are reflective of Ontario’s diversity and serve as a foundation for equitable, inclusive and accessible education.
This course is organized over 12 modules. Each module is completed over 10 hours. In addition, participants will have 5 hours for independent exploration of shared resources and using those to shift practice as they continue the learning. All participants will complete the required 125 hours in order to successfully complete the course. An inquiry-based approach has been embedded throughout each module, providing participants the opportunity to explore pedagogical practice, researchers, ministry documents, and videos on best practice. Participants will have opportunities to reflect on their current practice, explore new materials and pedagogical understandings, reflect and respond. Many opportunities are embedded to improve their current practice.
Instructors: Kokhulani Yasodaran and Nadia Nembhard-Hunt
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| First Nation, Métis & Inuit Studies |
| Part 1 |
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First Nation, Métis & Inuit Studies, Part 1 is designed using the Aboriginal Holistic Education Framework to provide candidates with the opportunity to learn about First Nation, Métis and Inuit studies and with First Nation, Métis & Inuit people in order to provide an authentic and rich learning opportunity in which candidates can better inform their teaching practice. Each topic will be explored not as a separate or a part from each other but an interconnectedness model. Each module will consist of an on-line component, in-class component and a mandatory authentic experiential learning opportunity. There will be 4 parts and 7 modules to work through.
This course will be offered in a blended, hybrid format that consists of several synchronous, online, evening sessions in addition to several (3-5) in-person (Saturday, daytime) learning sessions. These mandatory sessions will be presented in addition to the independent, online reflection and study time. Specific session times and dates will be prior to the start of the course.
First Nation, Métis & Inuit Studies, Part 1 will be co facilitated by Nancy Rowe of the Mississaugas of New Credit and Michelle Evans. Additional guests will join the sessions to connect Indigenous people with educators and to provide context for learning. Learning will guide educators to an understanding of prioritizing the original rights holders of their regions and upholding the rights of Indigenous students and families.
The course will be presented in a hybrid format. Each part will consist of an on-line component, in-class component and a mandatory authentic, in-person experiential learning opportunity.
Please note, in addition to the scheduled, virtual sessions there will also be three Saturday in person sessions that will require travel to the Hamilton area (Hagersville). These dates will be determined as a collective. Attendance at both the synchronous, on-line and in person sessions is mandatory for successful completion of this course. Building a responsive learning community is the priority.
For the Independent Study portion of this course, participants will be expected to complete reflections and independent inquiry assignments via the D2L Classroom.
The combined number of hours for course completion will be 125 hours.
In-Person Schedule Spring 2023:
There will be 3-5, mandatory in-person sessions that will take place at The Mississauga’s of New Credit First Nation (Haggersville, ON). Attendance at these sessions will be a required element of the program for completion of course. These dates will be determined at the onset of the course based on a general consensus by the collective.
Online, Synchronous Learning Schedule Spring 2023:
Mandatory, synchronous learning sessions will be held 2 evenings per week, with dates to be confirmed ASAP (prior to course beginning). Synchronous learning will take place for the first portion of the evening with the remaining time being reserved for asynchronous learning with instructors available for additional support.
Instructors: Michelle Evans, Nancy Rowe
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| Part 2 |
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First Nation, Métis & Inuit Studies, Part 2 is designed for teachers who have completed Part 1 and who are looking to further enhance their knowledge of First Nation, Métis & Inuit curriculum, and pedagogy. This course will look at the Aboriginal Holistic Education Framework as a teaching guide as we examine First Nation, Métis & Inuit knowledge, and teachings. Teachers will further their understanding and knowledge of First Nation, Métis & Inuit content, and pedagogy to better inform their teaching practice.
Designed using the Aboriginal Holistic Education Framework, this course will provide candidates with the opportunity to learn about First Nation, Métis and Inuit studies, with First Nation, Métis and Inuit people to provide an authentic and rich learning opportunity. Each topic will be explored, using an interconnectedness model, as well as Indigenous epistemological and pedagogical frameworks.
First Nation, Métis & Inuit Studies, Part 2 will be co facilitated by Nancy Rowe of the Mississaugas of New Credit and Michelle Evans. Additional guests will join the sessions to connect Indigenous people with educators and to provide context for learning. Learning will guide educators to an understanding of prioritizing the original rights holders of their regions and upholding the rights of Indigenous students and families.
The course will be presented in a hybrid format. Each part will consist of an on-line component, in-class component and a mandatory authentic, in-person experiential learning opportunity.
Please note, in addition to the scheduled, virtual sessions there will also be three Saturday in person sessions that will require travel to the Hamilton area (Hagersville). These dates will be determined as a collective. Attendance at both the synchronous, on-line and in person sessions is mandatory for successful completion of this course. Building a responsive learning community is the priority.
This is a Part 2 AQ course, and as such, applicants must meet Ontario College of Teachers’ (OCT) criteria of successfully completing at least 1 year (minimum 194 days) of teaching experience – to be confirmed by HR/Superintendent of the applicant’s respective employer. Access to this form will be made available to you by way of email once your completed registration form has been received. Please note, your registration in the course will NOT be approved until this form has been received.
DDSB Applicants: please submit form (completed with your own personal information) to employee.records@ddsb.ca Your teaching days will be verified by Human Resources and signed by a superintendent. Please forward your signed form to aq@ddsb.ca
NON-DDSB Applicants: please email your signed and completed form to aq@ddsb.ca
This course is not currently being offered.
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| French as a Second Language |
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Part 1
French as a Second Language, Part 1 employs a critical, pedagogical lens to explore in a holistic and integrated manner theoretical foundations, learning theory, program planning, development and implementation, instructional design and practices, assessment and evaluation, the learning environment, research and ethical considerations related to teaching and learning across the divisions. Through these explorations, candidates strengthen professional efficacy by gaining in-depth knowledge, refining professional judgment and generating new knowledge for practice. The course is specifically designed to support French speaking teachers in enhancing their pedagogical and programming practices as they relate to the delivery of French as a Second Language curriculum.
The course is currently being presented in an ONLINE format, with assignments to be completed at the participant's own pace with set deadlines along the way. Face to face sessions will be scheduled using Google Meet as the platform. It is expected that this course should take approximately 125 hours of dedicated work time to complete. All classroom based assignments and discussions will be posted/assigned/hosted using the Brightspace / D2L Learning Management System.
Please Note: A mandatory French Proficiency Test will be administered prior to the start of the course. The testing will be scheduled at a mutually agreeable time in the week prior to the course start date. A Google meet link will be sent to you via email before your assigned test time. Candidates must be registered and paid in full for the AQ course. If you are unsuccessful in the testing you will be refunded all but a $50 administration fee. The proficiency test consists of a spoken section which is conducted as a one-on-one interview and a written section which consists of 5 questions.
Instructor: Christina Demaray
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| Guidance and Career Education |
| Part 1 |
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Guidance & Career Education, Part 1 employs a critical, pedagogical lens to explore in a holistic and integrated manner theoretical foundations, development of learners, program planning and implementation, learning preferences, instructional practices, assessment and evaluation, the learning environment and ethical considerations related to teaching and learning across the divisions to support student well-being.
This course is a starting point for the professional practice of Guidance Counsellors and Career Educators in Ontario. You will have the opportunity to learn more about the many aspects of working in a guidance-related role, gather and reflect on resources, begin to develop skills, and grow your capacity. You will apply theoretical understandings in order to assess programs and practices in Guidance and Career Education. You will be able to improve your understanding of various learning environments and diverse learners, while exploring ways to work with various personnel, groups, and entities. We will work to develop a deeper understanding of the role of Guidance and Career educators in students’ pathways through school and beyond. Our technologically-infused educational landscape continues to evolve and grow; we will therefore leverage digital tools effectively in our learning pathway.
This course will be presented ONLINE where all of the instruction will be through the Brightspace / D2L Learning Management System.
Instructor: Lisa Aunger
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| Part 2 (NEW!) |
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This course is a continuation of the topics, skills, and learning started in Guidance & Career Education Part 1, for the professional practice of Guidance Counsellors and Career Educators in Ontario. You will have the opportunity to further develop many aspects of working in a guidance‐related role, gather and reflect on resources, enhance skills, and grow your capacity. You will apply theoretical understandings in order to assess programs and practices in Guidance and Career Education. You will be able to deepen your understanding of various learning environments and diverse learners, while enhancing ways to work with various personnel, groups, and entities. We will work towards an enriched understanding of the role of Guidance and Career educators in students’ pathways through school and beyond. Our technologically infused educational landscape continues to evolve and grow; we will therefore leverage digital tools effectively in our learning pathway.
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.
The French language and the English language communities will also need to implement these guidelines to reflect the unique contextual dimensions and needs of each community. Each of these language communities will explore the guideline content from distinct perspectives and areas of emphasis. This flexibility will enable both language communities to implement Guidance and Career Education as understood from a variety of contexts.
Each module will have three parts. Each part will have an assignment, project, or task. Some tasks are individualistic, others will involve working with others, including OCT Guidance/Careers teachers outside of this course (so plan to make at least one connection to a practicing counsellor at the onset of this course). Each task/assignment/project will have a completion timeline listed at the beginning of the course, in the form of a course timeline. It is expected that these modules should take approximately 122 hours to complete. A culminating activity will round out the course requiring approximately 12 hours of dedicated working time to complete.
Please note: There will be three virtual class meetings, designed as a place for collaboration and debriefing. These dates/times will be determined at the beginning of the course. They will be one hour each in duration.
Instructor: Basil Broumeriotis
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| Health and Physical Education |
| Primary & Junior, Part 1 |
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Health & Physical Education, Primary & Junior, Part 1will explore how effective Health and Physical Education programs support the development of learners, create a learning environment that engages students for learning and develops knowledge and skills in health and physical literacy. Physical Education programs can provide a gateway for our students to develop lifelong healthy habits that include physical, mental, spiritual and emotional, setting the stage for a better quality of life.
Participants will explore the theoretical foundations of the Health and Physical Education program and learn about the development of primary and junior learners, program planning and implementation, assessment, learning environments that support the delivery of physical education programming and ethical considerations related to teaching and learning in the primary and junior divisions.
“Research has shown a connection between increased levels of physical activity and better academic achievement, better concentration, better classroom behaviour and more focused learning. The expectations that make up this curriculum also provide the opportunity for students to develop social skills and emotional well-being. This practical, balanced approach will help students move successfully through elementary and secondary school and beyond.” Ontario 2015 H&PE Curriculum revised Introduction.
The course will be presented in a BLENDED format with scheduled, synchronous, ONLINE sessions in addition to the approximate 20 hours of independent inquiry and consolidation of information. The platforms used for course presentation will be Brightspace / D2L Learning Management System and Google.
This course is not currently being offered.
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| Primary & Junior, Part 2 |
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Health & Physical Education, Primary & Junior, Part 2 will explore how effective Health and Physical Education programs support the development of learners, create a learning environment that engages students for learning and develops knowledge and skills in health and physical literacy. Physical Education programs can provide a gateway for our students to develop lifelong healthy habits that include physical, mental, spiritual and emotional; setting the stage for a better quality of life.
Participants will explore the theoretical foundations of the Health and Physical Education program and learn about the development of primary and junior learners, program planning and implementation, assessment, learning environments that support the delivery of physical education programming and ethical considerations related to teaching and learning in the primary and junior divisions.
“Research has shown a connection between increased levels of physical activity and better academic achievement, better concentration, better classroom behaviour and more focused learning. The expectations that make up this curriculum also provide the opportunity for students to develop social skills and emotional well-being. This practical, balanced approach will help students move successfully through elementary and secondary school and beyond. ” Ontario 2015 H&PE Curriculum revised Introduction.
The course will be presented in a BLENDED format with 10 in-class sessions, 7 hours each (3 hours in class, 4 hours in gymnasium), and 14 online sessions, 2.5 hours using Brightspace / D2L Learning Management System. Additionally, participants will complete assignments that account for 20 hours of independent inquiry and consolidation of information.
Please note, as this is a Part 2 AQ course, applicant must meet Ontario College of Teachers (OCT) criteria of successfully completing at least 1 year (approximately 194 days) of teaching experience - to be confirmed by HR upon the submission of Teaching Verification form. Please submit this form to employee.records@ddsb.ca Registration will not be processed until signed verification form is submitted to AQ Secretary.
This course is not currently being offered.
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| Integration of Information and Computer Technology in Instruction |
| Part 1 |
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Integration of Information & Computer Technology in Instruction, Part 1 is open to all teachers with an interest or background in leveraging technology in education. Candidates will have an opportunity to explore, extend and enhance their capacity to integrate technology into program planning, delivery and assessment and evaluation.
This course will explore basic hardware and software available to educators, applications and current trends in computer literacy, ethical and professional judgement in using technology in education and an exploration of resources and materials available to use in your classroom.
This course will be presented ONLINE where all of the instruction will be through the Brightspace / D2L Learning Management System.
Instructor: Jeff Raymer
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| Part 2 |
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Integration of Information & Computer Technology in Instruction, Part 2 is open to all teachers with an interest or background in leveraging technology in education who have completed AQ – IICTI Part 1 and one year of teaching experience. Candidates will have an opportunity to extend, enhance, and apply their capacity to integrate technology into program planning, delivery and assessment and evaluation. This course will explore models of technology integration in the classroom, applications and current trends in computer literacy, ethical and professional judgement in using technology in education and development and planning of programming leading to a deepening of integration in practice and school leadership.
This is a Part 2 AQ course, and as such, applicants must meet Ontario College of Teachers’ (OCT) criteria of successfully completing at least 1 year (minimum 194 days) of teaching experience – to be confirmed by HR/Superintendent of the applicant’s respective employer. Access to this form will be made available to you by way of email once your completed registration form has been received. Please note, your registration in the course will NOT be approved until this form has been received.
DDSB Applicants: please submit form (completed with your own personal information) to employee.records@ddsb.ca Your teaching days will be verified by HR and signed by a Superintendent. Please forward your SIGNED form to aq@ddsb.ca
NON-DDSB Applicants: please email your signed and completed form to aq@ddsb.ca
This course will be presented ONLINE where all of the instruction will be through the Brightspace / D2L Learning Management System.
Instructor: Danielle Croft
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| Part 3 Specialist |
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Integration of Information & Computer Technology in Instruction, Part 3 Specialist 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 across the divisions. 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. AQ-IICTI Part 2 and two years of teaching experience must be successfully completed before acceptance into this Specialist course.
This is a Part 3 Specialist AQ course, and as such, applicants must meet Ontario College of Teachers’ (OCT) criteria of successfully completing at least 2 years (minimum 388 days) of teaching experience with at least 1 year (minimum 194 days) of experience instructing the subject – to be confirmed by HR/Superintendent of the applicant’s respective employer. Access to this form will be made available to you by way of email once your completed registration form has been received. Please note, your registration in the course will NOT be approved until this form has been received.
DDSB Applicants: please submit form (completed with your own personal information) to employee.records@ddsb.ca Your teaching days will be verified by HR and signed by a Superintendent. Please forward your SIGNED form to aq@ddsb.ca
NON-DDSB Applicants: please email your signed and completed form to aq@ddsb.ca
This course will be presented ONLINE where all of the instruction will be through the Brightspace / D2L Learning Management System.
Instructor: Craig Spencer
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| Kindergarten |
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Part 1
Kindergarten, Part 1 was designed with the knowledge that early childhood is a critical period in children’s learning and development. As a result, The Kindergarten Program works to build a strong foundation for learning in the early years that has a positive impact on the overall health and well-being of our kindergarten students. As Kindergarten educators, we have the opportunity to begin students on a journey that allows them to reach their full potential.
This course was designed to enhance professional practice and extend knowledge and skills in the delivery of Kindergarten courses. Participating educators will explore ways to create a learning environment centered on the child. They will investigate ways to deliver effective instruction and assessment strategies in the Kindergarten program based on what research and practice tell us about how young children learn. Educators will have opportunities to engage in learning through small and large-group interactions, action research, presentations, independent inquiry, problem solving, collaborative learning, direct instruction and professional reading.
The course will be presented in a BLENDED format with 10 in-class sessions, 7 hours each, and 14 online sessions, 2 hours each using Brightspace / D2L Learning Management System. Additionally, participants will complete assignments and a culminating task that will account for 27 hours of independent inquiry.
This course is not currently being offered.
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| Mathematics |
| Primary & Junior, Part 1 |
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Mathematics, Primary and Junior, Part 1 is set up to allow participants to engage in critical analysis and reflection on mathematics teaching and learning including various approaches, pedagogical frameworks and the content knowledge that is included in mathematics. Participants will have an opportunity to apply their learning on a regular basis in their current classroom context. The course is organized to allow for professional reflection on practice throughout within an inquiry stance where participants are encouraged to explore areas of professional interest in the area of mathematics deeply.
This course will be presented in a fully ONLINE format using Brightspace/D2L as the online classroom instructional platform. Office hours may be provided throughout the course, via Google Meet – links will be provided by the course instructor. There will be an ISU at the end that will require approximately 25 hours of independent work time. It is expected that it should take approximately 125 hours of dedicated work time in order to successfully complete this course.
Instructor: Cheryl Hubbard
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| Primary & Junior, Part 2 |
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Mathematics, Primary and Junior, Part 2 is set up to allow participants to explore current theories, frameworks, and resources developed by the Ministry of Education of Ontario that are pertinent to mathematics teaching and learning. Topics explored include mathematical learning theories and the mathematics learner, mathematics curriculum content and processes, the learning environment, instruction and planning, and assessment and evaluation. A focus on Equity and Inclusive Education has been built into each module, based on the principles of Ontario’s Equity and Inclusive Education Strategy.
The course consists of five modules, 20 hours each, extending on the concepts explored in Mathematics, Primary and Junior, Part 1. Additionally, participants will complete a 25-hour independent learning project, summarizing their learning throughout the course by completing a Mathematics unit plan.
This is a Part 2 AQ course, and as such, applicants must meet Ontario College of Teachers’ (OCT) criteria of successfully completing at least 1 year (minimum 194 days) of teaching experience – to be confirmed by HR/Superintendent of the applicant’s respective employer. Access to this form will be made available to you by way of email once your completed registration form has been received. Please note, your registration in the course will NOT be approved until this form has been received.
DDSB Applicants: please submit form (completed with your own personal information) to employee.records@ddsb.ca Your teaching days will be verified by HR and signed by a Superintendent. Please forward your SIGNED form to aq@ddsb.ca
NON-DDSB Applicants: please email your signed and completed form to aq@ddsb.ca
The course will be presented ONLINE where all of the instruction will be through Brightspace / D2L Learning Management System.
Instructor: Amanda Long
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| Part 3 Specialist |
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Mathematics, Primary and Junior, Part 3 Specialist is set up to extend on the concepts explored in Mathematics, Primary and Junior, Part 2 and focus on the educator as a mathematics leader in their role. Participants will complete a 25-hour independent learning project, focusing on identifying a student and teacher learning need in their role, and creating an action plan to address this need. In this online course, participants will explore current theories, frameworks, and resources developed by the Ministry of Education of Ontario that are pertinent to mathematics teaching, learning, and leadership. Topics explored include leadership in the mathematics curriculum, mathematical learning theories and the mathematics learner, the learning environment, assessment and evaluation, and instruction and planning. A focus on Equity and Inclusive Education has been built into each module, based on the principles of Ontario’s Equity and Inclusive Education Strategy.
This is a Part 3 Specialist AQ course, and as such, applicants must meet Ontario College of Teachers’ (OCT) criteria of successfully completing at least 2 years (minimum 388 days) of teaching experience with at least 1 year (minimum 194 days) of experience instructing the subject – to be confirmed by HR/Superintendent of the applicant’s respective employer. Access to this form will be made available to you by way of email once your completed registration form has been received. Please note, your registration in the course will NOT be approved until this form has been received.
DDSB Applicants: please submit form (completed with your own personal information) to employee.records@ddsb.ca Your teaching days will be verified by HR and signed by a Superintendent. Please forward your SIGNED form to aq@ddsb.ca
NON-DDSB Applicants: please email your signed and completed form to aq@ddsb.ca
The course will be presented ONLINE where all of the instruction will be through Brightspace / D2L Learning Management System.
Instructor: Chrystal Marolt
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| Science and Technology |
| Primary & Junior, Part 1 |
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Today’s global society faces many challenges such as climate change, energy, clean water, pollution and poverty. Science and Technology will continue to play a key role in understanding these complex issues, developing potential solutions and creating innovations in sustainable new technologies that will build a future for humanity.
The Additional Qualification Course Science & Technology, Primary & Junior, Part 1 is designed to enhance professional practice and extend knowledge and skills in the delivery of Science and Technology Primary and Junior Programs. Primary and junior educators will explore how to plan and deliver effective programs, develop assessment strategies, and develop skills to support Science & Technology and STEM programs. Educators will have opportunities to engage in learning through practical experiences, discussion, networking and reflective practices. This course will be presented in an online format.
UOIT Engineering Sessions:
Sessions hosted by UOIT Engineering and Applied Science will provide opportunities for primary/junior educators to learn more about science & technology programs embedded in STEM postsecondary pathways. These sessions will focus on the development of skills such as coding, computational thinking, engineering design process, design thinking and the application of Science & Technology curriculum in the context of engineering. We will have an opportunity to engage with STEM professionals and collaborate with UOIT Engineering staff and faculty to develop a deep understanding of how science & technology connects to authentic inquiry and project-based learning opportunities.
The course will be presented in an ONLINE format using Brightspace / D2L Learning Management System and Google Meet. Additionally, participants will complete assignments that account for 20 hours of independent inquiry. The course is expected to take approximately 125 hours to complete.
Instructor: Anjali Joshi
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| Primary & Junior, Part 2 |
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Today’s global society faces many challenges such as climate change, energy, clean water, pollution and poverty. Science and Technology will continue to play a key role in understanding these complex issues, developing potential solutions and creating innovations in sustainable new technologies that will build a future for humanity.
Science & Technology, Primary & Junior, Part 2 is designed to enhance professional practice and extend knowledge and skills in the delivery of Science and Technology Primary and Junior Programs. Primary and junior educators will apply knowledge and skills in the design and delivery of Science and Technology programs and develop curriculum leadership.
This course will explore how Science and Technology programming supports the development of learners, creates a learning environment that engages students for learning and develops skills in critical thinking, creative problem solving, application of theory into practice and develops resiliency, creativity and innovative mindsets. Participants will explore ways in which Science and Technology programming can provide a means for students to become curious about issues that are relevant to them and to develop a mindset that will enable students to deeply understand concepts and create innovative ideas and action plans to share and mobilize their learning with audiences.
Participants will deepen their understanding of the theoretical foundations of the Science and Technology program. Participants will be challenged to apply their learning into new contexts to create programs that supports the whole learner. Ongoing learning will continue in the areas of planning and implementation, assessment, learning environments that support the delivery of science and technology programming and ethical considerations related to teaching and learning in the primary and junior divisions. Educators will have opportunities to engage in learning through practical experiences, discussion, networking and reflective practices. This course will be presented in an online format with experiential learning opportunities with UOIT Engineering and online collaboration.
UOIT Engineering Sessions:
Sessions hosted by UOIT Engineering and Applied Science will provide opportunities for primary/junior educators to learn more about science & technology programs embedded in STEM postsecondary pathways. These sessions will focus on the development of skills such as coding, computational thinking, engineering design process, design thinking and the application of Science & Technology curriculum in the context of engineering. We will have an opportunity to engage with STEM professionals and collaborate with UOIT Engineering staff and faculty to develop a deep understanding of how science & technology connects to authentic inquiry and project-based learning opportunities.
This is a Part 2 AQ course, and as such, applicants must meet Ontario College of Teachers’ (OCT) criteria of successfully completing at least 1 year (minimum 194 days) of teaching experience – to be confirmed by HR/Superintendent of the applicant’s respective employer. Access to this form will be made available to you by way of email once your completed registration form has been received. Please note, your registration in the course will NOT be approved until this form has been received.
DDSB Applicants: please submit form (completed with your own personal information) to employee.records@ddsb.ca Your teaching days will be verified by HR and signed by a Superintendent. Please forward your SIGNED form to aq@ddsb.ca
NON-DDSB Applicants: please email your signed and completed form to aq@ddsb.ca
The course will be presented in an ONLINE format using Brightspace / D2L Learning Management System and Google Meet. Additionally, participants will complete assignments that account for 20 hours of independent inquiry.
Instructor: Anjali Joshi
REGISTER NOW
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| Primary & Junior, Part 3 Specialist |
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Today’s global society faces many challenges such as climate change, energy, clean water, pollution and poverty. Science and Technology will continue to play a key role in understanding these complex issues, developing potential solutions and creating innovations in sustainable new technologies that will build a future for humanity.
Science & Technology, Primary & Junior, Part 3 Specialist is designed to enhance professional practice and extend knowledge and skills in the delivery of Science and Technology Primary and Junior Programs. Primary and junior educators will apply knowledge and skills in the design and delivery of Science and Technology programs and develop curriculum leadership.
This course will explore how Science and Technology programming supports the development of learners, creates a learning environment that engages students for learning and develops skills in critical thinking, creative problem solving, application of theory into practice and develops resiliency, creativity and innovative mindsets. Participants will explore ways in which Science and Technology programming can provide a means for students to become curious about issues that are relevant to them and to develop a mindset that will enable students to deeply understand concepts and create innovative ideas and action plans to share and mobilize their learning with audiences.
Participants will deepen their understanding of the theoretical foundations of the Science and Technology program and demonstrate curriculum leadership. Participants will be challenged to apply their learning into new contexts to create programs that supports the whole learner. Ongoing learning will continue in the areas of planning and implementation, assessment, learning environments that support the delivery of science and technology programming and ethical considerations related to teaching and learning in the primary and junior divisions. This course will support the development of educational leadership with a focus on equity and the importance of creating inclusive learning communities for science & technology and STEM education.
UOIT Engineering Sessions:
Sessions hosted by UOIT Engineering and Applied Science will provide opportunities for primary/junior educators to learn more about science & technology programs embedded in STEM postsecondary pathways. These sessions will focus on the development of skills such as coding, computational thinking, engineering design process, design thinking and the application of Science & Technology curriculum in the context of engineering. We will have an opportunity to engage with STEM professionals and collaborate with UOIT Engineering staff and faculty to develop a deep understanding of how science & technology connects to authentic inquiry and project-based learning opportunities.
This is a Part 3 Specialist AQ course, and as such, applicants must meet Ontario College of Teachers’ (OCT) criteria of successfully completing at least 2 years (minimum 388 days) of teaching experience with at least 1 year (minimum 194 days) of experience instructing the subject – to be confirmed by HR/Superintendent of the applicant’s respective employer. Access to this form will be made available to you by way of email once your completed registration form has been received. Please note, your registration in the course will NOT be approved until this form has been received.
DDSB Applicants: please submit form (completed with your own personal information) to employee.records@ddsb.ca Your teaching days will be verified by HR and signed by a Superintendent. Please forward your SIGNED form to aq@ddsb.ca
NON-DDSB Applicants: please email your signed and completed form to aq@ddsb.ca
The course will be presented in an ONLINE format using Brightspace / D2L Learning Management System and Google Meet. Additionally, participants will complete assignments that account for 20 hours of independent inquiry.
Instructor: Anjali Joshi
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| Special Education |
| Part 1 |
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Special Education, Part 1 is intended to enhance professional practice and extend knowledge and skills of participants. The course supports the enhancement of professional knowledge, ethical practice, and ongoing learning in a holistic and integrated manner. Participants will use experiential and inquiry-based learning opportunities to explore the development of learners, program planning and implementation, instructional practices, assessment and evaluation, and ethical considerations related to teaching and learning.
The course will be presented in an ONLINE format, using Brightspace / D2L Learning Management System and Google Meet. Candidates will participate in interactive learning activities with opportunities for professional dialogue based in current research and practice.
Instructor: Sarah Dunstall
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| Part 2 |
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Special Education, Part 2 is intended to enhance professional practice and extend knowledge and skills of participants. The course supports the enhancement of professional knowledge, ethical practice, and ongoing learning in a holistic and integrated manner. Participants will use experiential and inquiry-based learning opportunities to further explore theoretical foundations, development of learners, program planning and implementation, instructional practices, assessment and evaluation, the learning environment and ethical considerations related to teaching and learning across the divisions.
This is a Part 2 AQ course, and as such, applicants must meet Ontario College of Teachers’ (OCT) criteria of successfully completing at least 1 year (minimum 194 days) of teaching experience – to be confirmed by HR/Superintendent of the applicant’s respective employer. Access to this form will be made available to you by way of email once your completed registration form has been received. Please note, your registration in the course will NOT be approved until this form has been received.
DDSB Applicants: please submit form (completed with your own personal information) to employee.records@ddsb.ca Your teaching days will be verified by HR and signed by a Superintendent. Please forward your SIGNED form to aq@ddsb.ca
NON-DDSB Applicants: please email your signed and completed form to aq@ddsb.ca
The course will be presented in an ONLINE format using Brightspace / D2L Learning Management System and Google Meet. Candidates will participate in interactive learning activities with opportunities for professional dialogue based in current research and practice.
Instructor: Christie Low
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| Part 3 Specialist |
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Special Education, Part 3 Specialist is intended to enhance professional practice and extend knowledge and leadership skills of participants. The course supports the enhancement of professional knowledge and leadership, ethical practice, and ongoing learning in a holistic and integrated manner. Participants will use experiential and inquiry-based learning opportunities to consolidate theoretical foundations, development of learners, program planning and implementation, instructional practices, assessment and evaluation, the learning environment and ethical considerations related to teaching, learning, and leadership in Special Education across the divisions.
This is a Part 3 Specialist AQ course, and as such, applicants must meet Ontario College of Teachers’ (OCT) criteria of successfully completing at least 2 years (minimum 388 days) of teaching experience with at least 1 year (minimum 194 days) of experience instructing the subject – to be confirmed by HR/Superintendent of the applicant’s respective employer. Access to this form will be made available to you by way of email once your completed registration form has been received. Please note, your registration in the course will NOT be approved until this form has been received.
DDSB Applicants: please submit form (completed with your own personal information) to employee.records@ddsb.ca Your teaching days will be verified by HR and signed by a Superintendent. Please forward your SIGNED form to aq@ddsb.ca
NON-DDSB Applicants: please email your signed and completed form to aq@ddsb.ca
The course will be presented in an ONLINE format using Brightspace / D2L Learning Management System. Candidates will participate in interactive learning activities with opportunities for professional dialogue based in current research and practice.
Instructor: Mike Ross
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| Student Assessment and Evaluation |
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Student Assessment and Evaluation is open to all teachers with an interest or background in this area who have a desire to build their capacity and extend their knowledge, skills and practices in the design, implementation and assessment of their programs. Critical to the implementation of this course is the creation of positive learning experiences that reflect care, professional knowledge, ethical practice, leadership, equitable practices and ongoing learning.
This course will help educators examine how their ideologies impact their assessment practices. Through this learning, we will examine and explore how triangulation of data through conversations and observations, coupled with moving towards expectations-based classroom assessment will help all learners in your classroom thrive.
This course is divided into 12 8-hour modules. There is a minimum expectation of 125 hours of coursework. Successful completion of the course will enable teachers to receive the Additional Qualification: Student Assessment and Evaluation. In the implementation of the course, instructors will use strategies that are relevant, meaningful, and practical in providing candidates with learning experiences about ideology, programming, instruction, pedagogy, assessment, and evaluation.
The course will be delivered using a hybrid learning model. There will be three group face-to-face sessions, four individual face-to-face sessions and the balance of the instruction will be through the Brightspace / D2L Learning Management System.
Instructors: Leandra Coore, Caitlin Twitchin, Jason Himsl
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| Teacher Librarian |
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Part 1
Teacher Librarian, Part 1 employs a critical, pedagogical lens to explore in a holistic and integrated manner theoretical foundations, learning theory, program planning, development and implementation, instructional design and practices, assessment and evaluation, the learning environment, research and ethical considerations related to teaching and learning across the divisions. Through these explorations, candidates strengthen professional efficacy by gaining in-depth knowledge, refining professional judgment and generating new knowledge for practice.
This course will be presented ONLINE where all of the instruction will be through the Brightspace / D2L Learning Management System.
Instructor: Jon Edwards
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| Teaching English Language Learners |
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Part 1
Teaching English Language Learners, Part 1 course is designed to develop the skills and knowledge of the candidates in the design, delivery and assessment of English as a Second Language instruction.
This course will be offered in an ONLINE format using the Brightspace / D2L Management System. Additionally participants will complete assignments that account for 29 hours of independent inquiry. This course will take approximately 125 of dedicated work time to complete.
Instructor: Tharmila Apputhurai
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| Teaching Students with Communication Needs (ASD) |
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Upon completion of the Additional Qualification course, Teaching Students with Communication Needs (ASD) participants will understand the complex needs of students with ASD, and the policies in place to support student needs. Participants will investigate ways in which educators can create supportive learning environments and implement instructional strategies to meet the specific needs of students with ASD while recognizing the diversity of individuals. Participants will also explore the intersections between ability and other areas of equity including gender, race, and culture. Participants will understand the connection between programming, planning, assessing, and reporting for students with ASD recognized by the Ontario Ministry of Education. Participants will understand that creating supportive learning environments requires the commitment of all partners, including teachers, students, families, guardians, and the community. They will recognize and reflect on the impact of policies, practices, and processes on the well-being and education of all learners.
The course will be presented in an ONLINE format, using Brightspace / D2L Learning Management System and Google Meet. Candidates will participate in interactive learning activities with opportunities for professional dialogue based in current research and practice.
Throughout the duration of the course, there may be opportunities for synchronous learning sessions. These dates will be communicated to participants ahead of time by the instructor.
Instructor: Sarah Dunstall
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| Visual Arts |
| Part 1 |
| (Not Currently Available) |
| Part 2 |
| (Not Currently Available) |
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