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Specialized study, under the direction of a staff member, focusing on topics of particular interest to the student. While course credit is not given for a thesis investigation proper, the study may be closely related to a thesis topic. A student wishing to propose an Individual Reading and Research course must prepare a rationale, syllabus, and bibliography for the course, and obtain the written approval of a supervising professor and of the graduate coordinator in LLE one month prior to the start of the academic term in which the course is to begin.

A course designed to permit the study (in a formal class setting) of specific areas of second language education not already covered in the courses listed for the current year. (This course does not fulfil the purpose of CTL3998, which is normally conducted on a tutorial basis.)

A course designed to permit the study of a specific area of curriculum or instruction not already covered in the courses listed for the current year. (This course does not fulfil the purpose of CTL1798-Individual Reading and Research in Curriculum: Master's Level, which in the Department of Curriculum, Teaching and Learning is normally conducted on a tutorial basis.)

A course designed to permit the study (in a formal class setting) of specific areas of language and literacies education not already covered in the courses listed for the current year. (This course does not fulfil the purpose of CTL3798-Individual Reading and Research in Language and Literacies Education: Master's Level, which is normally conducted on a tutorial basis.)

Multilingual schools are not a new phenomenon, especially in white settler-colonial contexts such as Canada. However, multilingualism and the lives of multilingual learners are rarely a central topic in teacher education. Sometimes, a teacher-education program might have a one-off course, often an elective, about multilingualism; more often, there are certification pathways that prepare future specialists in language teaching (in Canada, e.g., future teachers of English and French as ‘second’ languages). What multilingualism is, who multilingual learners are, whose languages belong at school, what the intersections are between linguistic diversity and other categories of social differentiation—in particular colonialism and racism—too often are seen as peripheral questions in teacher education. In the last decade, this has begun to change. A growing number of teacher-education programs explicitly address linguistic diversity in their curriculum, and expect all teacher candidates to consider multilingual learners as part of their future practice. The purpose of this course is to engage with this growing research base on teacher education that centres multilingual learners, and to do so from intentionally international, comparative, and critical perspectives.

A course designed to permit the study of a specific area of teaching not already covered in the courses listed for the current year.

A course designed to permit the study (in a formal class setting) of a specific area of curriculum or instruction not already covered in the courses listed for the current year. (This course does not fulfil the purpose of CTL1998-Individual Reading and Research in Curriculum: Doctoral Level, which in the Department of Curriculum, Teaching and Learning is normally conducted on a tutorial basis.)

A course designed to permit the study (in a formal class setting) of specific areas of second language education not already covered in the courses listed for the current year. (This course does not fulfil the purpose of CTL3998-Individual Reading and Research in Language and Literacies Education: Doctoral Level, which is normally conducted on a tutorial basis.)

This course is an introduction to education approaches and the role of the teacher in using research, theory, literature and multi-modal texts to teach and assess literacy and to support students' literacy across the curriculum in K-10 classrooms. This course is normally open only to students in the Teaching program.

This course will enable teacher candidates to analyze the interrelated legal and ethical conditions that shape the classroom context specifically and educational change generally. The Ontario College of Teachers regulations and professional misconduct policies and procedures will be studied. Topics include leadership theories, the legal context of education, parental participation, and the influence of collegial relationships with students, parents, community, government and social business agencies upon the classroom and the school. This course is normally open only to students in the Teaching program.

An introduction to education techniques and the role of the teacher in implementing, evaluating and designing mathematics curricula for students in grades K to 10. Additionally, the course explores methods for curriculum planning and development including practical assessment strategies. This course is normally open only to students in the Teaching program.

This course examines the conceptual basis underlying teaching methods, problems, and issues related to curricula on social studies and science including practical assessment strategies. This course is normally open only to students in the Master of Teaching program.

This first year course provides supervised experience in an area of fieldwork, under the direction of faculty and field personnel. Teacher candidates are placed in partnership schools in public and separate school systems and in other settings that use the Ontario curriculum. Teacher Candidates are under the joint supervision of a field teacher on site and an academic staff member at ÃÈÃÃÉçÇø. The teacher candidates will have one placement in each of their divisions. This course is normally open only to students in the Teaching program.

In this second year course, teacher candidates are placed in partnership schools in public and separate school systems and in other settings that use the Ontario curriculum. Teacher candidates are under the joint supervision of field teachers on site and an academic staff member at ÃÈÃÃÉçÇø. Teacher candidates may have experience in one or both of their divisions. They may be placed in special education, library or specialist classrooms in their last placement. This course is normally open only to students in the Teaching program.

Educational Research 1 is a graduate seminar designed to foster MT candidates’ research literacy and deepen their understanding of the role that research plays in the field of education. Candidates learn how to access, interpret, synthesize, and critically evaluate research literature. This course is designed to develop candidates’ identities as teacher-researchers who engage in critical inquiry as a key component of their professional practice. Research for educational equity and social justice is integral to the course. The course facilitates examination of the politics of knowledge production and use, as well as citation practices. Candidates learn how to examine power dynamics between researcher and researched, and are guided toward deepening their understanding of researcher subjectivities and research as relational. Candidates are provided with opportunities to critically reflect on how their positionality shapes their identities and practices as teacher-researchers. Throughout the course, candidates review the research literature in an area of education that interests them. The culminating assignment of the course is a 3750-5000-word research paper. Educational Research 1 (CTL7006H) is a prerequisite for Educational Research 2 (CTL7015H).

This course presents an overview of the basic concepts, practices, and current research associated with effective assessment and evaluation in Ontario classrooms. Teacher candidates will develop an understanding of Ontario curriculum and policy documents as relevant to the professional obligations of student assessment and evaluation, grading and reporting. Examination of effective strategies of assessment for, as, and of learning is at the core of this course. Drawing on current research, attention may be given to topics such as validity and reliability, assessment tool design, success criteria, quality feedback, performance assessment, authentic assessment, portfolios, self-evaluation, data gathering and management, standardized testing in provincial or large-scale assessments, as well as assessment related beliefs, attitudes, and issues of psychological well-being. Related issues of equity and a critical stance are infused and discussed throughout the course.

This course is normally open only to students in the MT program. Students may not take CTL 1019.

In this course, teacher candidates are introduced to topics/core content related to both Special Education and Mental Health and Well-Being. Teacher candidates will consider Special Education from the perspective of the general classroom teacher. From this perspective, special education is not "special" but is effective teaching that benefits all students in the class. Teacher candidates will consider Mental Health as pertaining to students' resilience, social/emotional well-being and mental wellness.

This course is designed to promote critical and reflective thinking and learning about topics related to supporting a diverse range of learners, including students identified as requiring special education support. Specifically, this course will support teacher candidates to: (1) examine their own beliefs and practices related to supporting student learning, (2) understand and utilize a strength-based approach and teaching strategies for differentiation, accommodation, and modification to plan for and assess learning needs, (3) understand the relationship among mental health, well-being and achievement and view student well-being as inclusive of physical, cognitive/mental, social and emotional well-being, (4) identify ways to support students' mental health and well-being and identify students who require more intensive intervention (4) develop the capacities to work with families and other professionals in support of students, (5) demonstrate the knowledge, skills, attitudes, and confidence necessary to effectively promote success for students with a broad range of experiences, needs and abilities, including students with exceptionalities, (6) develop the knowledge and skills pertaining to First Nation, Métis, and Inuit ways of thinking about the kinds of differences associated with special education needs. This course will pay particular attention to current research in planning for inclusion through Universal Design for Learning (UDL), differentiated instruction (DI), and response to intervention (RTI) and how these can inform teachers' responses to students; various ways of being, learning, and showing understanding in the classroom.

This course inquires into a range of equity issues including: teacher candidates' (TC) own biases, dispositions, ideas and positionality; relationships between and among students, teachers, community, administrators and families; the ways in which systemic oppressions operate within K-12 schooling in Ontario and beyond; and the interlocking social, economic and political (re)production of inequalities (including but not limited to race, indigeneity, class, gender, sexuality, ability, language, age and religion). The course develops TC capacity to interrogate and challenge multiple forms of discriminatory practices within education, seeking to develop TC's understandings of theories and practices of pedagogies of liberation within daily life in schools. This course is normally open only to students in the Teaching program.

In this course, Primary/Junior teacher candidates will explore theoretical and current issues in numeracy and literacy spanning kindergarten through grade eight. Integration with other subject areas and course work will be addressed. The experiences in this course are intended to help teacher candidates bridge theory and practice, and articulate personal beliefs and experiences related to literacy and numeracy. This course is normally open only to students in the Teaching program.

Teacher candidates in the Junior/Intermediate division will explore a variety of both theoretical and current issues related to junior and intermediate schooling. The importance of content area curriculum, including the drama and dance curriculum; integration of curriculum across subject areas, community in classrooms and schools; culturally responsive teaching; and out of school experiences will be addressed. In the literacy portion of this course, there will be an emphasis on critical literacy, drama curriculum and dance curriculum specific and overall expectations. The course is intended to help student teachers understand the complexity of the junior/intermediate panel and particular issues regarding working with adolescents. Student teachers will be encouraged to articulate personal beliefs as they relate to teaching of drama, dance, critical literacy, and mathematics, as well as working with students, and the role of the teacher.

This course addresses issues and developmental changes in children and the factors involved in child development. Infancy, the preschool period, early school years, intermediate years, and adolescence are covered. This course is normally open only to students in the Teaching program.

There are both professional and academic rationales underpinning this course. Teachers and high schools are governed by a range of shifting and variably interpreted legal, policy and ethical mandates which have been produced in a range of historical, political and institutional contexts. One key aim of this course is to assure that teacher candidates are aware of their professional and legal rights and responsibilities, as defined by national and provincial legislation, local school board policy, and professional advisories. Another aim of the course is to explore ethical nuances and challenges in teaching while aiming to interpret and respond to relevant legislation that helps to define the teacher's professional role. Using academic research literature, policy documents, and case studies, the course blends theory with the consideration of practical in-school situations in order to enable teacher candidates to analyse policy, ethical and legal tensions in teaching. The course thus aims to rigorously explore teachers' professional contexts so as to inform their daily practice through thoughtful ethical reflection in light of legal and policy considerations.

An introduction to research-informed teaching and professional learning in Music Education, Visual Arts Education, and Health and Physical Education for students in grades 4 to 10. For each of these disciplines, the course explores Ministry curriculum, lesson design and planning, pedagogy, assessment and evaluation, and research in light of contemporary educational theory and practice. This course is normally open only to students in the Teaching Program.

This course will explore the complexity of schools and place of the school in the community. Practical issues around lesson planning, unit planning, classroom management, and the class as a community are addressed. This course provides a practical and conceptual introduction to the teaching of students and will introduce student teachers to many of the philosophies, methods, and materials relevant to teaching. It provides opportunities to develop an understanding of the process of becoming a teacher, insight into the role of ethics in research, and to acquire the skills and attitudes to be a thoughtful and reflective practitioner. In these respects, this course enables the student teacher to build a foundation for continuing professional growth as an individual and as a member of the teaching community. This course is normally open only to students in the Teaching program.