The Additional Qualification Dance Part 1 Course is an introduction to the pedagogical and practical applications of dance in elementary and secondary schools as both a distinct discipline and teaching methodology. Active and experiential sessions provide candidates with an opportunity to develop skills and confidence in the use of dance across the curriculum. Through the lens of equity and inclusivity, Dance Part 1 focuses on differentiated instructional design and effective lesson planning and implementation within the classroom context. Candidates have the opportunity to become familiar with theoretical foundations, pedagogical frameworks, teaching/learning strategies and practices available to assist with program planning, development, implementation, assessment and evaluation.
Prerequisites
An undergraduate degree acceptable to the Ontario College of Teachers
The Additional Qualification Dance Part 2 Course explores the theoretical and practical applications of teaching dance in both elementary and secondary programs. Building upon the concepts and skills developed in Dance Part 1, candidates deepen their practice through an active exploration of dance education, with an emphasis on inquiry, advocacy, curriculum planning and effective unit design explored through diverse forms of dance expression. Within the context of equity and culturally relevant practices, candidates have the opportunity to critically examine a range of learning materials, pedagogical frameworks and teaching/learning strategies available to assist with program planning, development, implementation, assessment and evaluation.
Prerequisites
Be a member in good standing with the OCT
Part 1 completed
Minimum ONE year of certified teaching experience by the first day of the course, subsequent to certification
Documents Required
Signed Supervisory Officer's Form by course end date confirming required teaching experience
The Additional Qualification Course: Dance Part 3 Specialist employs a critical, pedagogical lens to explore in a holistic and integrated manner theoretical and practical applications of teaching dance in both elementary and secondary programs. Building upon the concepts and skills developed in Dance Part 2, candidates examine instructional design and practices, assessment and evaluation, the learning environment, research and ethical considerations related to teaching and learning of dance across the divisions.
Within the context of equity and culturally relevant practices, candidates have the opportunity to critically examine a range of learning theories and considerations for program planning, development and implementation. Through these explorations, candidates strengthen professional efficacy by gaining in-depth knowledge, refining professional judgment, and generating new knowledge for practice. The underlying purpose of the Additional Qualification course Dance Part 3 Specialist is the development of capacity for curriculum leadership in candidates.
Prerequisites
Be a member in good standing with the OCT
Part 2 completed
Minimum TWO years certified teaching experience by the first day of the course, subsequent to certification including ONE year in Dance
Documents Required
Signed Supervisory Officer's Form by course end date confirming teaching experience
The Dramatic Arts Part 1 Additional Qualification Course develops candidates’ theoretical and practical knowledge and skills for classroom use through an introduction to the multiple perspectives of key drama theorists and scholars embedding in practical course components. Through experiential learning focused on a range of instructional design and assessment practices, candidates develop their professional practice as they explore their individual understanding of drama education as both a discrete arts discipline and an integrative methodology.
All learning is situated within a context of social justice, inclusion, and culturally relevant pedagogy. Focused practice in lesson planning, design, and implementation engages candidates as both learners and teachers in recurrent cycles of inquiry, action, and reflection. Through such processes, candidates gain deepen knowledge of the Dramatic Arts subject area, develop professional judgment, and generate new knowledge for practice.
Prerequisites
An undergraduate degree acceptable to the Ontario College of Teachers
The Dramatic Arts Part 2 Additional Qualification Course extends the theoretical and practical knowledge and skills addressed in Part 1 by reviewing the multiple perspectives of key drama theorists and scholars and embedding these in practical course components. Through experiential learning focused on a range of instructional design and assessment practices, candidates refine their professional practice and, thus, increase individual understanding of drama education as both a discrete arts discipline and an integrative methodology.
All learning in Part 2 is situated within a context of social justice, inclusion, and culturally relevant pedagogy. For example, building upon earlier lesson-planning practice, candidates design a drama-program study unit by engaging both as learners and as teachers through participation and reflection from both perspectives; and, through collaborative creation processes, they learn in, through, and about Documentary Theatre and Children’s Theatre by engaging in recurrent cycles of inquiry, action, and reflection. Through such processes, candidates gain deeper knowledge of the Dramatic Arts subject area, refine professional judgment, and generate new knowledge for practice.
Prerequisites
Be a member in good standing with the OCT
Part 1 completed
Minimum ONE year of certified teaching experience by the first day of the course, subsequent to certification
Documents Required
Signed Supervisory Officer's Form by course end date confirming required teaching experience
The Dramatic Arts Specialist Additional Qualification Course builds on the theoretical and practical learning of Dramatic Arts Part 1 and Part 2 while focusing specifically on leadership theory and approaches related to drama education. Candidates acquire knowledge and skills for initiating and providing leadership–informal and formal–within the school and the larger community. Thus, the course program calls upon candidates to generate ideas and initiate activities that promote and nurture leadership within and beyond the group.
Dramatic Arts Specialist candidates employ a critical pedagogical lens to theoretical foundations and learning theories related to drama education by engaging in increasingly complex and experiential creative collaborations. At the same time, they refine instructional design and assessment through critical inquiry, dialogue, and professional collaboration, always through learning situated within a context of social justice, inclusion, and culturally relevant pedagogy and through authentic connections to theatre artists, theorists, and practices. Through recurrent cycles of inquiry, action, and reflection, candidates consolidate their identities as innovative leaders-practitioners in the field of drama education.
Prerequisites
Be a member in good standing with the OCT
Part 2 completed
Minimum TWO years certified teaching experience by the first day of the course, subsequent to certification including ONE year in Dramatic Arts
Documents Required
Signed Supervisory Officer's Form by course end date confirming teaching experience
The Additional Qualification Course: Honour Specialist Dance employs a critical, pedagogical lens to explore in a holistic and integrated manner the theoretical foundations, learning theory, program planning, and development and implementation of dance in an educational context. Through the lens of leadership, candidates explore and consider Instructional design and practices, assessment and evaluation, the learning environment, research, and ethical teaching practice for dance. Through these explorations, candidates strengthen professional efficacy by gaining in-depth knowledge, refining professional judgment, and generating new knowledge for practice. The underlying purpose of the course is to develop the candidates’ capacity for curriculum leadership in candidates.
Prerequisites
Be a member in good standing with the OCT
FOUR-year (20 full courses) academic undergraduate degree, (excluding education courses)
NINE full courses (non-education) in the subject of the Honour Specialist (Dance), with a minimum B average
Minimum TWO years certified teaching experience by the first day of the course, subsequent to certification including at least ONE year in Dance
Documents Required
Signed Supervisory Officer's Form by course end date confirming teaching experience
Official transcript(s) sent directly to the Professional Learning Office from the granting institution before course start date
The Additional Qualification Course: Honour Specialist Dramatic Arts 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.
Prerequisites
Be a member in good standing with the OCT
FOUR-year (20 full courses) academic undergraduate degree, (excluding education courses)
NINE full courses (non-education) in the subject of the Honour Specialist (Dramatic Arts), with a minimum B average
Minimum TWO years certified teaching experience by the first day of the course, subsequent to certification including at least ONE year in Dramatic Arts
Documents Required
Signed Supervisory Officer's Form by course end date confirming teaching experience
Official transcript(s) sent directly to the Professional Learning Office from the granting institution before course start date
This Visual Arts Part 1 AQ Course provides candidates with a theoretical and practical introduction to the teaching of visual arts at the elementary and secondary levels. The course focuses on lesson planning, sequential lesson development, and classroom implementation within a context of culturally relevant pedagogy.
Through exploration of the elements and principles of design using a variety of media, candidates connect professional practice to the developmental stages of students’ art as they learn to use a variety of authentic assessment strategies and practical evaluation instruments. The course also includes art history and appreciation, aesthetics and criticism. Hands-on workshops expand candidates’ understanding and skill in the use of visual arts techniques, thus increasing confidence and ability to deliver appropriate, challenging studio activities to meet curriculum policies and standards and to address attendant Issues of safety and liability.
Prerequisites
An undergraduate degree acceptable to the Ontario College of Teachers
The Visual Arts Part 2 AQ Course extends candidates’ exploration of theoretical and practical ideas related to teaching at the elementary and secondary levels. It focuses on the creation of study-unit planning in drawing, painting, mixed media, ceramics, sculpture, photography and digital media within a context of social justice and culturally relevant pedagogy.
Through exploration of the elements and principles of design and post-modern principles of possibility using a variety of media, candidates connect professional practice to the developmental stages of students’ art and learn to use a variety of authentic assessment strategies. Candidates also learn through art appreciation, history, aesthetics, and criticism, which are embedded in the course curriculum. Hands-on workshops expand understanding and skill with visual-arts techniques and experiences, thus increasing candidates’ confidence and ability to deliver appropriate, challenging studio activities to meet curriculum policies and standards while addressing Issues of safety and liability.
Prerequisites
Be a member in good standing with the OCT
Part 1 completed
Minimum ONE year of certified teaching experience by the first day of the course, subsequent to certification
Documents Required
Signed Supervisory Officer's Form by course end date confirming required teaching experience
The Visual Arts Part 3/Specialist AQ Course enhances professional leadership practice and the collective integration of knowledge and skills through critical reflection and inquiry. Candidates explore topics and issues of particular relevance to the context in which they work, focusing on change and innovation in Visual Arts practice.
Through a critical, pedagogical lens, candidates explore in a holistic and integrated manner the theoretical foundations of visual arts, learners’ development and the learning environment, program planning and implementation, instructional practices, assessment and evaluation. Critical to course implementation is the modeling of a positive learning environment reflecting care, diversity, and equity that supports candidates’ ongoing learning and enhancement of professional knowledge and instructional leadership.
Prerequisites
Be a member in good standing with the OCT
Part 2 completed
Minimum TWO years certified teaching experience by the first day of the course, subsequent to certification including ONE year in Visual Arts
Documents Required
Signed Supervisory Officer's Form by course end date confirming teaching experience
The Vocal Music P/J Part I AQ Course equips and enables candidates to explore ways of incorporating music into all areas of the Primary/Junior curriculum. Through examination of the renewed Ontario Arts Curriculum and music’s big ideas, candidates learn ways to encourage their own students to be creative and critical thinkers who can use and enjoy using movement, voice, and instruments to express thoughts and feelings.
Course activities introduce and support candidates’ practical use of the recorder, Orff instruments, percussion, and ukulele in the music classroom. Theoretical and pedagogical aspects of the course equip candidates to design a music program that addresses and encompasses the Ethical Standards and Standards of Practice for the Teaching Profession and to implement instructional and assessment practices that meet the needs of students in relation to relevant curriculum policies and expectations. The course also supports candidates as they identify and develop ways to create positive learning environments to encourage students’ well being.
Prerequisites
An undergraduate degree acceptable to the Ontario College of Teachers
The Vocal Music P/J Part 2 AQ Course extends candidates’ exploration of ways to incorporate music into all areas of the Primary/Junior curriculum. In addition, candidates deepen their examination of the renewed Arts Curriculum as well as music’s big ideas, doing so to increase their knowledge and capacity to encourage students’ creative and critical thinking and use of movement, voice, and instruments for expressing thoughts and feelings.
Course activities support candidates as they develop/refine their ability to use recorder, Orff instruments, percussion, and ukulele in the music classroom; advance understanding of theoretical and pedagogical aspects of music education to encompasses and reflect the Ethical Standards and Standards of Practice for the Teaching Profession; expand their repertoire for implementing instructional and assessment practices to meet the needs of students through the Ontario Education Curriculum, Elementary Division; and, explore increasingly innovative ways to create and nurture positive learning environments and integrated learning opportunities.
Prerequisites
Be a member in good standing with the OCT
Part 1 completed
Minimum ONE year of certified teaching experience by the first day of the course, subsequent to certification
Documents Required
Signed Supervisory Officer's Form by course end date confirming required teaching experience
The Vocal Music P/J Specialist AQ Course extends and refines candidates’ exploration of ways to incorporate music into all areas of the Primary/Junior curriculum and, at the same time, to develop leadership competence for building and nurturing a music community. Candidates closely examine the renewed Ontario Arts Curriculum and music’s big ideas to acquire knowledge and skills for encouraging and nurturing both students’ and colleagues’ creative and critical thinking as well as use of movement, voice, and instruments for expressing thoughts and feelings.
Through course activities, candidates increase their grasp of music education’s theoretical foundations, program planning, Instructional design and practice, and assessment and evaluation. They also explore varied approaches to leadership for establishing and maintaining positive learning and teaching environments. Opportunities for exercising authentic leadership build candidates’ individual capacity and ability to carry out and share research on effective practice, consider ethical issues related to the role of the teacher-leader, and to make impactful decisions with students’ and colleagues’ well being always in mind.
Prerequisites
Be a member in good standing with the OCT
Part 2 completed
Minimum TWO years certified teaching experience by the first day of the course, subsequent to certification including ONE year in Vocal Music
Documents Required
Signed Supervisory Officer's Form by course end date confirming required teaching experience
Course listings are accurate as of Feb. 22 08:00 AM.
I am an educator with K-12 experience in Ontario schools and international settings. I hold a PhD in Education from York University and currently research literacies, education politics and policies, and mentoring. My teaching and research aim to serve diverse and dynamic school communities through a focus on critically-minded and responsive student-centred pedagogies.
Testimonial from Fall 2017
"I had Lana Parker for this course and credit her with coming up with sensible and well thought out assignments that were useful. She also taught wonderfully and engagingly, making this my favourite course by far. ... Lana stimulated interesting class and group discussions and interactions, while providing us with useful resources and information."
I am a Centrally Assigned Principal in Employee Services - Elementary Teaching Office with the Toronto District School (TDSB). I have 15 years experience as an Elementary School Administrator in various school settings, K-5, K-8 and 6-8. I was thrilled to be awarded one of Canada's Outstanding Principals in 2011 by The Learning Partnership. I have been a PQP instructor with York University since 2012. I value relationships required to build capacity in our educational institutions, including parents, students and staff. I am passionate about advocating for all students and establishing conditions for all to succeed. On a personal level, I enjoy gardening, sports and family time. I was a professional soccer player and a member of our Canadian Olympic Soccer Team. As a volunteer, I was honoured to have received Vaughan Soccer Club's Coach of the Year in 2018. "I am learning everyday"
Testimonial from Summer 2018
Dom, amazing experience! You have made this learning experience rich, authentic, and engaging. Thank you for taking time out of your summer to lead us and encourage us on our journey. You truly made the course a great experience.
Lesley Davidson is currently a K-12 Learning Coach with the Toronto District School Board. Formerly a Digital Lead Learner in the TDSB, Lesley has also presented at TDSB Google Camp, Toronto Google Summit 2015-2016, Niagara Google Summit 2016, Reading For The Love of It 2016 & 2018 Conference and International Literacy Association Conference Boston 2016 and Austin, Texas 2018. As an educator for the past 23 years, she has worked as an Instructional Leader of English/Literacy, Literacy Coach and in a variety of diverse educational settings to improve student achievement, and create and sustain vibrant learning communities. She also teaches Additional Qualification courses at York University - Reading Part 1, 2 and 3 and Reading Part 1 Adolescent Focus Grades 7-10.
Testimonial from Summer 2018 and Winter 2018
The instructor Lesley was fabulous and very knowledgeable on every topic. I wish she did all of the online AQ's!
Reading Part 1 was very worthwhile. Lesley Davidson is an insightful and approachable instructional leader. She has so much to share and is always willing to take our opinions and expertise into account.
I’ve spent my whole career doing all sorts of things in the world of ESL, from being a consultant, a coordinator, a classroom teacher, ESL teacher, a course writer, AQ instructor, and a Ministry of Ed education officer. There is not a lot I have not seen - and now I have the pleasure of working with you as you start on your own professional journey with English language learners.
Testimonial from Summer 2018 TELL part 1 session
(From most recent course)
Course instructor did a great job. Burns was very involved and always at the forefront of everything we did. He supported us through our learning and led us in the proper directions we needed. I am appreciative for the work that he did with us and how much we accomplished in a short but packed month! Thank you very much!
Participant feedback was great and course instructor very helpful
(I appreciated) The expertise of the course instructor
The instructor; easy to contact, provided feedback, and was very fair and understanding.
I liked that I could ask the Prof any questions I had...
(I liked) Instructors immediate feedback
Dr. Renée N. Rawlins is currently the Assistant Curriculum Leader (ACL) of Student Services and a Guidance Counsellor at Sir Wilfrid Laurier CI, in the TDSB. Dr. Rawlins graduated from the Doctor of Education program at OISE/UT, specializing in Counselling Psychology in Community and Educational Settings. Her research focus during her doctorate was on Black women, coping skills, divorce and family from a Black Feminist Perspective. Prior to completing her doctorate, Renée earned a Master of Education in Counselling Psychology, a Bachelor of Education with a focus on Business Studies, both from OISE/UT, and a Bachelor of Business Administration with a major in Marketing from Schulich School of Business at York University.
Her extensive guidance experience and education has led to her being uniquely qualified to instruct the Guidance Part 1, 2 and Specialist Additional Qualification courses. Dr. Rawlins has also been a Sessional Lecturer at the University of Toronto, teaching graduate studies courses in the Applied Psychology and Human Development department and the Social Justice Education department.
As the ACL of Student Services (Guidance Counsellor), with a Specialist in Guidance, Renée is responsible for the academic, career and personal counselling of high school students in grades nine to twelve. Her counselling and program development has supported staff and students who are facing various types of transitions, mental health issues and social dynamics. Among the numerous programs that Renée has developed and currently leads, she co-facilitates Girl’Space, a group counselling program for girls aimed at examining social issues facing girls and building self-esteem and empowerment for the participants. She has also developed and leads a similar program for boys in partnership with the East Scarborough Boys and Girls Club. Finally, Renée has developed and co-facilitates a psycho-educational counselling group for students called #Stress-Ed which uses a Cognitive Behavioural Therapy approach to help students cope with stress and anxiety.
Although Renée is busy with her professional endeavours, she also volunteers in the community, with a focus on community programming for girls and young women in the Greater Toronto Area and internationally. She is the president of the Alpha Alpha Delta Omega Chapter of Alpha Kappa Alpha Sorority, Inc., the first historically Black sorority, with a focus on providing community programming for the Black community. In the sorority, Renée is also the International Representative to the Strategic Planning Committee, a recognized leader in this historic organization.
Testimonial from Fall 2017
Great instructor who really brought her insights to the participants through very thoughtfully run zooms and thorough feedback.
After 34 years, I have just retired from teaching elementary HPE in the Peel Bd. However, I'm not finished. I am a Vice President with CIRA Ontario and teach part-time in the Kinesiology Dept., at Redeemer University College in Hamilton. I am also working with Redeemer University as a Professor in their Faculty of Education Dept., working with students completing their practicum placements. This is my 5th year teaching the York A.Q. course with Joe, and I am truly blessed to continue working with passionate and dedicated phys. ed. teachers. I will continue to pursue opportunities to share my experiences and passion for physical activity for children of all ages.
Testimonial from Winter/Spring 2018
This was shared after last year's class:
"I also found that the A.Q. course touched on all aspects of the Physical Education program, which allowed us to learn how to be successful in all areas. We also learned a vast amount of hands on games and activities that we could do with our students which was so important. Not only did we leave with a tool bag of important information and resources, but also tons of physical activities that can be down anywhere that keep our kids at any age moving and having fun. We also had great speakers and presenters come, which was a bonus too. I found this course to be so influential to me and I am actually sad it is done. I have learned so much and have gained so much insight into the role that I am craving more. I feel lucky that I had the opportunity to learn from both Joe and Andy".
Jennifer Stacey has been teaching Orff and Preparatory classes for over 30 years. She has her Orff Post Level III Certificate, Advanced Certificate in Early Childhood Music and is currently working on her Master of Community Music at Laurier. Jennifer has been teaching Primary/Jr. Vocal Music teacher additional qualification courses for York University for 7 years. Jennifer has been a clinician for music workshops covering such topics as Music and Literacy, Music and Kindergarten, Montessori Music, Music and Science, and Ukulele and Orff.
Jennifer has written curriculum lessons for the Ontario Music Educators’ Association (OMEA), York University and York Region School Board. In 2007, Jennifer was part of the Ministry of Education's writing team for the Elementary Arts Curriculum.
Jennifer is the editor of the Ontario Orff newsletter and is also an executive board member of the Ontario Orff Chapter.
Testimonial from Summer 2018
It was a pleasure learning with Jennifer and Len (guest speaker)! Their joyful, hands in approach to teaching is refreshing and inspiring. I finished the course feeling ready to take on new challenges and excited try something new in the classroom. They are truly passionate teachers whose love for music education is contagious. By far, my favourite AQ thus far.
Matthew Oldridge is a father, mathematics educator, and thinker about things. He has given two TEDx talks on mathematics education, and his first book, "Teaching Mathematics Through Problem-Solving in K-12 Classrooms" came out in Fall 2018.
Testimonial from Brian Aspinall, OCT, M. Ed, York Instructor
"Oldridge does a fantastic job of challenging our thinking in regard to math education!"
This September will be my 17th school year in Guidance and Career Education. I have been a Department Head for 15 of those years. For more than 10 years I have been able to share my love of all things Guidance with York candidates in face to face courses as well as faciliating online. Beyond my guidance role I coordinate my school's leadership program and teach a credit bearing leadership course. The values of leadership that I teach in my course are reflective of my teaching in my guidance role. I truly believe that Guidance education is about giving people the tools and motivation to research, understand, and make choices that will move them forward in their personal , professional and academic lives.
Testimonial from Spring 2017 session
"Shannon's online presence was always positive and encouraging while at the same time she asked questions and challenged us to think critically about the topics and issues in guidance. "
I am a teacher practitioner who stays very current in putting research into practice. Having taught jk-post secondary students I have been focussed on student engagement and having students interact with the knowledge they are to understand and apply. I hope I pass my love of teaching and learning on to the teachers I work and learn with. To me education lets us be free to be the wonderful people we are.
Testimonial from Effective Teaching course
Thank you from the bottom of my heart for opening up a new world of possibilities that will make me a more effective and better teacher.
I have worked as an educator for 35 years. I have had the wonderful experience of teaching in all of the various grades in elementary schools within three different school boards. I have spent 28 years working in special education. I have been a special education consultant for the past 15 years. I have had the opportunity to work instructing teachers through summer institutes and AQ programs. I also instruct new teachers through the NTIP program. I am involved working with teacher candidates in their year 1 and year 2 consecutive program through Brock University. I have had the wonderful privilege of working with YORK teaching Special education Part 1 and 2 and the Specialist programs for the past 8 years. I believe to work in Special Education you must have the deepest understanding about student profiles, parent engagement and teacher collaboration.
Testimonial from Dr. Brendan Browne, Superintendent of Special Education, Halton Catholic District School Board
Most of what I learned in Special Education I learned through working with Victoria Goodwin-Duncan.
Steven Silva is currently Department Head of Languages & Cultural Studies where he teaches courses from Grades 9 to 12, including Core French, Interdisciplinary Studies, International Languages-Portuguese/Spanish/Italian and Dance. Steven holds an M.A. in Applied Linguistics, an Honours B.A. in French Studies/Geography and a B. Ed. from York University as well as a Certificate of Proficiency in both Italian and Portuguese language. A lifelong learner, Steven’s professional qualifications include an Honour Specialist in French, a Specialist in both Dramatic Arts and Dance as well as Principal’s Qualifications. Most of his teaching experience is from the secondary school level where he has been teaching for the Toronto Catholic District School Board (TCDSB).
In addition to his teaching duties, he is involved in a number of educational projects, including the TCDSB FSL Lead Team for the CEFR and the 21st Century NeXT Lesson as well as the Human Resources PLC for New and Aspiring FSL teachers. He participated in the Ontario Ministry of Education Feedback Consultation on the Revised FSL Curriculum and he has been the ongoing Lead Writer on the Revised Classical Studies & International Languages Curriculum.
Steven has also presented workshops at the OMLTA Spring & Fall Conferences covering such topics as Grade 9 Applied FSL Learners CAN Talk!, Engaging the 21st century FSL Learner: A revised approach and Instructional Strategies and Resources for International Languages. Steven is also co-author and senior author of FSL textbooks for RK Publishing Inc. and he offers engaging professional development in-services to school boards related to the resources.
Aside from teaching, Steven actively participates in the arts and travels to experience new cultures.
Testimonial from AQ FSL, Part 3 Teacher Candidate (Summer 2017)
“The most useful and profound AQ I have taken. Steven Silva evidently shares his passion for teaching French and has provided so many opportunities for us to explore our own passion; I have left this course with many ideas and resources I can use for many years to come. Steven is extremely well-versed and knowledgeable with regards to integrating all aspects of the Ontario Curriculum. He has provided us the opportunity to have publishers come in to show us resources and even expand our own professional knowledge and development. He ensures he reaches ALL candidates and their teaching fields (immersion and core / elementary and secondary) so that we all can take something away from this course and adapt what is taught in our own teachings and gives us the opportunity to be well-rounded throughout all domains for our future positions as well. I feel extremely fortunate to have had the opportunity to be in his class, anyone who takes his courses will benefit from having him as a course director!”
Barry Bedford has been an educator for over 25 years. His experience is varied from teaching through ASL at a residential school for the Deaf through to mainstream grade 10. As an administrator he has held the positions of VP, Principal, Education Officer for Staff Development, Education Officer for Ontario Focused Intervention Partnership to most recently Education Officer for Equity and inclusive Education.
Testimonial from Winter 2017
Barry Bedford, the course instructor, facilitated great conversations that allowed us to consider our beliefs and values in a honest, critical way. I would recommend this course to anyone interested in perusing administration. They would be fortunate to have Mr. Bedford as their instructor.
Thanks Barry for sharing your stories and insights with us! Also, for challenging me to think about equity, my next steps and for helping to develop stronger personal leadership philosophy.
Jonathon Butler is a passionate teacher always looking to engage students and teachers of all levels. His areas of focus include literacy, mathematics, e-Learning, Inquiry, STEAM and highlighting Global Competencies so that they are tangible and real for all students. He is a Literacy Resource teacher, supporting teachers in TCDSB, but also has had the fortune of teaching in South Korea and rural Kenya.
Testimonial from Summer 2018
Jonathon was very approachable, kind and encouraging. Jonathon cares for the success of all his students and goes above and beyond as an instructor to ensure students meet deadlines and can reach course goals.
Carol Ricker-Wilson has been a 2ndary school teacher, a course director in York U.'s Faculty of Education, an English/Literacy consultant with the Toronto D.S.B., and an Education Officer for EQAO, involved in developing literacy assessments for Gr. 3, 6 and the OSSLT. I wrote an award-winning Ph.D. in Women’s Studies, with a focus on English education and contemporary literary criticism, and have an extensive publication record for school, board, provincial, commercial and academic venues. Since 2003, I've developed and taught Reading, Writing and English A.Q.s for both OISE and York. I've long been an anti-oppressive educator with a specialist in critical pedagogy and critical literacy and have presented widely on both.
Testimonial from Intermediate Eng. Aug 2018; Senior Eng. A.Q. Aug. 2018
The level of personal feedback provided by the instructor was well beyond anything I have experienced before! She was an engaging and informed mentor, with the ability to hone in on my interests and guide me to areas of inquiry I would never have thought to explore!
There were many aspects of the course that I found extremely useful. The rich and relevant resources were my favourite because I was able to apply many of them to my current teaching experience. I also enjoyed many of the activities and felt that they were well thought out and properly suited for the course. Carol was a great instructor she was clear and concise and her outlines and instructions were very well thought out and organized. She also provided very detailed feedback in a very timely manner, which helped the flow of dialogue and when it was time to make edits or revisions. Overall this course was a very pleasant and knowledgable experience.
Daniele Vigliatore graduated from York University with a Specialized Honours degree in Kinesiology and Health Science. He has 16 years of experience teaching students from grades K-8 and for the past 7 years he has served as a Health and Physical Education specialty teacher. Daniele is a passionate educator that believes in a Student-centred classroom facilitating a journey of inquiry and discovery. He is a reflective teacher with a desire to create a Growth Mindset for all students.
Testimonial from Principal
Daniele is a role model for well-being and inspires staff and students to engage in healthy physical activity. Daniele demonstrates excellent leadership skills by coaching and leading ‘open space learning’.
Currently a teacher with Simcoe County District School Board. Formerly a Physical Education teacher in BC, Florida, and North Carolina. I have been with York since 2011. Husband, father of two, and just an all round 'rad dude.'
Testimonial from Jeff Rosar (Spring 2017)
This guy changed my perspective and approach to teaching entirely. Take this course, it will change you too. (Jeff Rosar)
Hello,
My name is Ian Brandon and I'm currently in the role as an Instructional Profile Leader in the area of Special Education. I have taught in all elementary divisions which include Primary, Junior and Intermediate grades. I also spent a number of years as a Special Education Resource Teacher at a number of schools supporting many learners with special education needs. In my current role I am responsible for providing support to both the elementary and secondary panels in a number of key areas including IEP development, strategies to support all exceptionalities and to develop a general knowledge regarding how can we all best support a student with special education needs. Certainly one of the best strategies for all educators is to be willing to work together as a team member in both the planning and implementing program goals outlined for a student with special education needs. When we are willing to work together we are in a good position to support our students and families.
Testimonial from Summer 2018
Personally, I wanted to thank you once more for a great AQ course, I learned a lot from you. The resources you gave us are very practical and useful and I know I will use them this coming year. - Summer 2018 participant
Thanks again for all your patience, generosity in sharing of resources, wealth of knowledge, and sense of humour. - Summer 2018 participant
I have been teaching for eight years in the Toronto District School Board as a French Immersion Kindergarten educator and now service many schools as an Early Reading Coach. I currently instruct the Kindergarten Additional Qualification course at York University and the Elementary Teacher Federation of Ontario. I am the author of Shades of Me, Shade of Happiness and The Right Shade for Me. These three books address issues of social justice and unearth the complexities of skin complexion. I am passionate about teaching and building positive self-image for young children. I have earned a Master’s from the Ontario Institute of Studies in Education in the department of Sociology and Equity Studies in Education and graduated from Windsor University where she earned her Bachelor of Education with a focus on Urban Education and Native studies. Follow me on twitter: @booklamations.
Testimonial from Shauna Gordon
"I thoroughly enjoyed coming to class each and every
day, and engaging in the learning opportunities you created. You created a safe space to learn, question and collaborate. I have gained so much from you, the guest speakers and my colleagues. I look forward to implementing this one day in a Kindergarten classroom".
I have always loved learning with and from my students while providing engaging and authentic learning experiences that reflect their identities and experiences.
I have taught in Japan, Egypt and South Korea in various contexts. I've led a local private sponsorship group for 8 years and visited Jordan to meet with refugees as part of Canada's private refugee sponsorship program. These experiences have shaped my perspectives of culture and language and continue to drive my passion for advocating for ELLs to have equal access to learning in my board's schools.
In the classroom, after a very short time in secondary, I taught K-2 and loved seeing students develop literacy skills and confidence as young learners.
For the past 9 years I've worked as a ESL/ELD itinerant/resource teacher to support ELLs, their families, and teachers. I work with other educators to recognize and celebrate the linguistic and cultural strengths ELLs bring to the learning in schools across my board.
Testimonial from Winter 2018 - TELL Part I
Christine was amazing as an instructor. She is so incredibly knowledgeable and she really tried to stretch our thinking. I think I am now a better / more aware classroom teacher because what I learned from her applies to so many of my students - not just ELLs. This course was uniquely practical. There was good theoretical learning but we planned lessons, tried them with our students, reflected and revised. I've taken so many courses where I have spent hours putting together amazing unit plans that will never be used. It was holistic in the sense that we learned about everything from policy, curriculum planning, needs of parents, technology etc. The course really helped me build insight and empathy. We really do need to be advocates for ELLs. Nothing that I can think of. Liked that we could work at our own pace.Readings, videos, resources were really good!Thank you for a great learning experience!
Tina Ginglo is currently an Education Officer on secondment from the Toronto DSB to the Ontario Ministry of Education’s Professionalism, Teaching Policy and Standards Branch where she supports initiatives such as NTIP, Mentoring for All and TLLP. Beyond the classroom, Tina has had many diverse experiences including teaching in both initial teacher education programs and additional qualification courses. Tina strives to make information technology an integral part of her teaching and assessment practices and as a tool for engaging learners. As an Instructional Leader in both staff development and literacy, she has supported many teachers’ professional learning journeys from beginning teacher practice to more experienced teacher research and inquiry. She has shared how she embeds technology in her reading and writing workshop at board and provincial conferences. Prior to joining the Ministry, Tina completed a two year secondment at TVO where she was part of a team that showcased TLLP projects on TeachOntario and designed and developed the digital math resource mPower for K-6 Ontario students and teachers. She is also a #baseballmom, #blueslover, #cookieaficionado.
You can follow Tina on Twitter @tginglo
Testimonial from Summer 2018
Tina was phenomenal. She was very approachable. The course work was very well layed out and manageable, having the weekends to "catchup" was helpful. We had many professional, engaging and meaningful professional discourse conversations. There are many strategies and resources to take away in this short amount of time. I can't thank you enough!!!!
I bring my 22 years of experience as a teacher, Special Education Consultant, and Coordinator - as well as a parent- to this role. I learn from, observe, and work with highly effective teachers, parents, and other experts, to help students who have special needs. I share strategies, resources, and knowledge in a practical and fun way! My goal is to help ALL children meet their greatest potential. I focus on the WHOLE child, including their mental health and well being.
Testimonial from Summer 2017 Session
Laurie was a phenomenal instructor. She is not only incredibly knowledgeable and current on trends and issues in education; she did an excellent job modelling the instructional strategies she was teaching us. She was always accessible at any time of the day to answer questions and provide feedback. It was obvious that she was passionate about this course and wanted us to gain as much as we could from our time together. I cannot wait to take another course with her.
24 years - HPE Teacher - PDSB
3 years - Coordinator HPE -K-12 - PDSB
I believe in the whole child and the role that being active, nutrition, and safe healthy choices everyday plays in one's overall wellness and mental health.
Testimonial from Unkown - Anonymous Evaluation
"Thank you for showing us that there is so much more to health and physical education (HPE) than rolling out a ball. My experience in HPE both at elementary school and high schools was not good.
You have showed us and taught us how easy it is to create a includes physical education experience that promotes, safety, inclusive and authentic experiences for our students. I feel completely comfortable
Teaching HPE now and am excited to do so. Thanks so much for your wisdom and passion and passing it on to us. I wish my HPE experience, as a student, was like what you taught us.
Dr. Liam Rodrigues is a founding teacher of East York Alternative; co-writer of the original Ontario College of Teachers’ Guidelines for Alternative Education and has been affiliated with alternative schools for a quarter century. In 2014, he worked with alternative school students, Ontario’s Shaw Festival and ORION research and education network, to develop the first student-sourced curriculum material for the season’s production of Arms and the Man. He is the Secondary Co-chair of Toronto’s Alternative Schools Advisory Committee and Curriculum Leader at SEED, the continent’s oldest public alternative school. Rodrigues has written and presented internationally on Life Writing in Jazz and Education, on literature, cinema and drama. In 2017, he contributed a chapter to Alternative Schooling and Student Engagement: Canadian Stories of Democracy within Bureaucracy.
Testimonial from Summer 2015
"I have never taken an AQ like this before. Liam has changed how I see my work.... This course gave me permission to be better as a teacher and for the students I work and learn with."
My professional experience includes teaching all grades from Kindergarten to Grade 10 in different capacities and roles. Teaching assignments completed with the York Catholic District School Board include regular classroom elementary, special education, English As A Second Language, and International Languages. Teaching assignments for York University include teaching Special Education Parts 1, 2 and Specialist courses. I hold an M.Ed. degree in Mathematics Education and an Ed.D. degree in Leadership for Teaching and Learning in Mathematics Education for Exceptional Students. My belief is to instill knowledge and skills in teachers so that they can, in turn, apply this learned content to their own practices to allow every single student, regardless of their profiles and abilities to reach their maximum potential in learning in all subject areas, and especially in main subject areas such as Mathematics and Language .
Testimonial from Spcial Education Part 2 - Summer, 2017
According to candidates enrolled in my courses, the course delivery format is engaging, flexible and formative. Adults are actively engaged through dialogue, discussions, debates, presentations, role playing - from topics and readings taken from Moodle and from other relevant academic literature.
I am currently an educator for the Peterborough, Victoria, Northumberland and Clarington Catholic District School Board with over 30 years of experience. Over those years, I have taught in the primary, junior and intermediate divisions. I have also had experience working as a special education teacher. For the past 10 years, I have had the position of a centrally assigned ELL Resource Teacher and ESL/ELD Itinerant Teacher (K-12). Since 2011, I have been an executive member of the ESL/ELD Resource of Ontario (ERGO). I was fortunate to be a lead teacher for the Ministry of Education ELL Summer Symposiums in 2014 -2016. I have also had the privilege of presenting at the OISE Celebrating Linguistic Diversity Conference (2014-2018) and 2017 ELL Summer Symposium on the subject of using digital tools for supporting ELLs. I have a passion for working with and supporting newcomer students and their families.
Testimonial from Winter 2018
This past year, I took two online courses at York relating to English Language Learners. The coursework was interesting, challenging and rewarding. I was exposed to and became more familiar with the various MOE documents as well as other fantastic resources to support ELLs in our classrooms and schools. Coursework was relevant and flexible; I was able to customize my assignments to reflect the unique needs that I have in my classroom.
I have been able to implement and use what I learned through the readings, coursework and online dialogue to my classroom. I feel more confident in my ability to include, plan for, assess, and advocate for the ELLs in my classroom and school as I now better understand the theories around language acquisition and what strategies to use to support ELLs.
I prefered the online component of the course as it allowed me the flexibility to continue to work full time. I liked the fact that the instructor provided us with timely feedback on posts and assignments and offered multiple opportunities to “meet” with others through video conferencing. I would recommend this course to anyone who teaches or supports ELLs.
Tanya Kranc
Elementary Teacher
"The journey of thousand miles starts with one single step". As a Principal within the Peel District School Board, I try an inspire students, staff and the community to embrace activity and push the limits of what they thought previously possible.
Testimonial from OCT Learned so much about myself and feel more coinfident teaching Phys Ed!
I did not know what to expect for this course as it was my first ABQ. The course director was great and I had "a great experience, as well as making amazing relationships with other teachers. I always looked forward to coming to class and working out, playing games, and learning ways to incorporate it into my teachings."
I LOVE teaching and learning! My greatest passion is centred on school libraries and I believe I am so privileged to be a Teacher Librarian. Instructing online Teacher Librarian courses for York has been one of the best experiences I've had: I get to share my passion while teaching and learning from other teachers, as they do the same during the courses!
I've been a Teacher Librarian for 18 years and an Instructional Leader for York University for almost 9 years now, having also recently re-written all three courses for the Teacher Librarian online Moodle. I earned my Masters of Education (2007) by completing all courses online before setting foot on campus for the first time on my graduation day.
Testimonial from Fall 2017 , Part II
This was a great course that provided lots of learning and inquiry into the Library Learning Commons. I found the course engaging. The course blocks were spaced out well and I appreciated that I could work on the blocks in various order. The ILP was a great way to reinforce and develop how I collaborate with teachers. I also liked that we focused on current ideas and innovative practices.
Thank you, Sue, for a great course!
I began my career in education as a Special Education teacher in the Peel District School Board in 1995 and I have also had the opportunity to support a family of schools as a Special Education Resource Teacher. I had 3 years experience as a Vice Principal and have now been in my current role as a Principal for over 12 years. I have taught with York University since 2003 -- Special Education Parts 1, 2, and 3 and PQP Part 1. It is a great pleasure to support aspiring school leaders through the York University PQP program.
Testimonial from Fall 2017 Session
Our instructor, Kristin, was wonderful. She was extremely knowledgeable, personable and helpful. Our group collaborated well and had a strong sense of community - which I attribute to Kristin. I really enjoyed this course and learned many new things. The "in the VP's chair" day was also very helpful. Overall, an excellent experience and I would highly recommend the York PQP course to any of my colleagues.
Krista Clarke has been an educator for nearly 30 years. She has taught French Immersion, been a teacher-librarian, and an in-school math coach. She has written, reviewed and consulted on a number of French language educational publications, including guided readers, inquiry and mathematics resources. Most recently, she has been in the role of Instructional Program Leader responsible for building capacity with groups of teachers in math, literacy and FSL. Krista is passionate about math and French, her two favourite subjects, and about engaging students with meaningful topics in order to inspire authentic learning.
Testimonial from Winter 2018 session
The instructors provided authentic and relevant activities that our students will be doing in the classroom. That was very valuable. Instructors were extremely knowledgeable and were available whenever I needed assistance. This was an A+ experience!!
Thank you for the thorough and interesting course. It has made me feel confident that I could teach math tomorrow and plan an effective program.
Boozhoo! My name is Christina Saunders, a proud Cree/Metis woman. Currently I am an Instructional Leader at the TDSB Urban Indigenous Education Centre where I develop and lead professional learning workshops for school board personnel on how to develop and integrate Indigenous education into their lesson plans. I also sit on the Elementary Teachers Federation of Ontario’s First Nations, Metis and Inuit Standing Committee and am deeply committed to leading the transformation of the education system so that Indigenous and other marginalized students feel safe and can reach their full potential.
Testimonial from Summer 2018
I ENJOYED THE COURSE A LOT. CHRISTINA IS JUST AMAZING IN ALL ASPECTS.
RESOURCES I FOUND AS MOST USEFUL IN ADDITION TO THE INSTRUCTOR'S GUIDANCE AND FEEDBACK.
Instruction and Assessment Facilitator providing Math Coaching for Junior Teachers in SCDSB; Author of The Feedback Friendly Classroom from Pembroke Publishers; Finishing my MA in Curriculum, Teaching and Learning with a focus on Feedback and Assessment.
Testimonial from Professor, OISE/UT
"She was very professional and
engaged throughout the course, providing constructive and timely feedback; raising pertinent questions and
sharing helpful resources"
I have had extensive experience teaching History and a range of Social Science courses in the former Toronto Board of Education. For the past twenty years, I delivered professional learning as an Instructional Leader and Coordinator with the TDSB. I have been a co-author of Grade 7, 8 and 10 History text books as well as a Civics and Economics text book. I also have considerable experience delivering professional learning in the areas of curriculum development and assessment.
Testimonial from Summer 2017
Hello Rob
I just wanted to say that I am extremely grateful to you. Your constructive feedback, helped me gain a good understanding of the course material, but more importantly, it helped me become more confident.
A few weeks ago I had an interview and I walked in knowing what to expect. This is only because I took the two History courses that you led. Yesterday I got my answer, and I'm very happy to say that after years of trying, I finally managed to get on the supply list.
I truly enjoyed my learning experience and I hope I will have the opportunity to learn with you again.
Graduate from York University's Urban Diversity Initiative, Faculty of Education...
Teacher for the Toronto District School Board
Lover of all things related to Art, Literature, Health, People, and Positivity
Testimonial from Summer July, 2018
I really enjoyed the course in terms of learning new techniques, learning from other's experiences, learning information from resources, learning by mistakes/correction method and learning by self directed goals. Excellent way to learn with active participation of instructor. I am so inspired with the course experience that I am planning to sign up for Primary Basic in near future.
I have been an educator for 20 years as a Teacher, Administrator and currently the Indigenous Education, Outdoor Education and ESL Officer with the Durham District School Board. I thoroughly enjoy the learning and relationship building each role has afforded me. As an educator, I am committed to supporting marginalized students and families and bringing the Truth and Reconciliation Commission Calls to Action to life in schools.
I have 2 teenage age sons and I work hard to maintain a positive work/life balance by connecting with family, staying active and spending time outdoors. I am committed to engaging in continuous life long learning alongside other educators.
Testimonial from Mohamed Hamid, Superintendent of Education
Erin is a focused, caring, and supportive leader who is a strong advocate for students. She has an open and welcoming presence with parents and staff. Erin remains student-oriented and works with staff to consider numerous and varied opportunities for students to demonstrate their learning.
As a K-12 educator in Ontario for over twenty years, I am passionate about learning - reading and writing my world through curiosity, complexity and beauty. Following a Ministry secondment in Student Work Study, and Literacy Resource for the TCDSB, I presently work as Programming and Assessment Teacher/SEA Lead in the Department of Special Services. As I pursue a PhD in Educational Studies, I continue to navigate professional learning communities in ways that both celebrate and intentionally disrupt 'how we do school'. My hope is to help build equitable, accessible, inclusive learning spaces for all.
Testimonial from Fall 2018 - Teacher (TCDSB)
"You've helped me think differently about how to teach reading...how to teach literacy skills in all subjects."
Welcome everyone to my profile. I have been an educator with the Durham District School Board for 32 years. I began my elementary teaching career teaching in Oshawa and taught across all divisions for 18 years before moving into the role of an administrator. Currently I am the Principal of a French Immersion school in Pickering.
As a school leader I have not only had the opportunity to lead my staff but have had regional experience leading capacity building workshops for teachers and administrators. I believe adult teaching and learning is key to the improvement of student outcomes. As a learner at the table in my own school, I have come to value the excitement and growth of my staff as we explore best practices.
Testimonial from A. Carty Teacher June 2017
"Thank you for allowing me to learn and grow as a teacher. I will miss you sense of humour and your integrity in always putting the students first. I am so glad I had the opportunity to learn from you."
I have held various roles in the 15 years I have worked for the York Region District School Board. I have been a Classroom Teacher, Division and Technology Lead Teacher as well as an Intermediate Focused Consultant and worked in different parts of our large board. Recently, I have undertaken a particular interest in Modern Learning and specifically the revitalization of the Library Learning Commons. Our student population is changing along with the future needs of our society. Teachers need to be at the forefront of this change and guide the way to ensure relevant learning. In working with adolescents, the benefits of adopting a modern learning approach are no better seen. Students at this age are enthusiastic and want to delve into inquiry based projects, use their technological skills to research and share their findings, and create new pieces that show their understanding. They enjoy the collaborative aspect of modern learning and seek to understand themselves as they listen to the ideas of those around them. It is an exciting time to be an educator and with a shift to modern learning, learning and understanding can be fun again.
Testimonial from This is a quote is from a speech given by a colleague who nominated me for The North Star Award.
"Most notably, in all that she does, and with everyone she helps, Jennifer does so in a humble and selfless manner. She does not look for recognition or praise from others for all the extra work that she does. Jennifer helps others because she has a big heart and passion for her profession. I only hope that one day I can become half as good a teacher and colleague as Jennifer Pescador. She inspires me to do my best everyday, in every way. "
Through my 31 years working in education I have had the privilege of serving in many different roles. I have taught almost all grades Kindergarten through Grade 8; worked as a Special Education Consultant, a Mathematics Instructional Leader and enjoyed 2 years seconded to Nelson Publishing where I co-authored Nelson Mathematics and the ONAP resources. Currently I am a Principal in the Toronto District School Board. My passionate belief that all children can learn and succeed in Mathematics has been with me throughout my career. Despite my work on many resources for teachers including the Guides For Effective Instruction, I firmly believe that there is no resource more powerful than a teacher committed to ongoing professional learning and open to using a variety of strategies to meet the needs of diverse learners.
Testimonial from Gerald Dupelle - Matheamtics Part 3 Specialist, Summer 2018
I thoroughly enjoyed this course. Joanne was excellent about giving us useful feedback and guiding us along the way. I learned a lot from her as well as many of the other people taking the course. It had great content and I learned a lot.
Unbelievably I have commenced my twentieth year of teaching. Fourteen of these years I was humbled to be a Health and Physical Education Curriculum Head. Ten of these years I have learned from tremendous educators as an Instructional Leader in intermediate and senior Phys. Ed. AQ courses, with an innovative, progressive institution - York University.
I have a steadfast determination to put students first, which is the pillar of my educational philosophy. I pride myself on continually enhancing my emotional intelligence, and fostering a climate of collaboration and engagement.
Testimonial from Andrew (participant 2018)
Thanks again for everything during the HPE course over the summer. You pushed me out of my comfort zone, in a safe environment. Had an absolute blast and was sorry it was over!!
I am a teacher with the Durham District School Board. My experience ranges across primary to early junior classrooms and includes time spent in the Special Education Resource Teacher role as well as two years as a literacy/numeracy coach at high priority schools. My passion is teaching primary aged students as early intervention is the key to success and I love seeing the growth my students make each year.
“Jennifer is an experienced and passionate educator who places the needs and strengths of her students first and programs for optimal student well-being and success.”
Brian Aspinall is an educator, author, three-time TEDx speaker, coder, and consultant. Having worked with ministries, unions, universities, district and school teams, and corporations, he is an internationally recognized thought leader in digital skills education. As a recipient of the Prime Minister’s Award for Teaching Excellence in coding and computational thinking, Brian empowers educators to achieve more in the classroom using modern teaching tools and technology.
Testimonial from Ontario School Board, 2018
Brian empowers educators to achieve more in the classroom using modern teaching tools and technology.
Kelly Wright is currently a K-12 Instructional Coach with Peel District School Board Curriculum and Instruction Support Services. She has 22 years of teaching experience. She has taught all grades from Kindergarten to Grade 8, both as a classroom teacher and in supporting roles such as ESL, Music, Literacy Coach and Early Literacy Teacher. Kelly has a passion for teaching and learning in the Primary grades and actively takes part in Early Years professional learning sessions as co-learner and facilitator in the study of learning.
As educators, it is our responsibility to believe in the abilities of our youngest learners. We must recognize that children are capable, confident learners. They are naturally curious and actively investigate the world around them. They are able to effectively communicate and take an active role in their learning. When educators share these beliefs about young children, they use their observations and understanding of child development and program/curriculum expectations to respond, extend and challenge each learner through play and inquiry.
Testimonial from Winter 2017
The best AQ course I've taken so far! Thanks to the wonderful instructors who did a great job running the course, providing feedback and being very knowledgeable.
Charlie has a Masters Degree in Education (focus on teaching students with learning differences how to read) with 30 years teaching experience in the Elementary Panel.
I have been a course developer/writer and instructional leader for many years with York. I believe that all children can learn if given the right environment, use of evidence based learning strategies and a teacher who truly cares about each student and his/her success inside and outside the classroom.
Testimonial from Summer 2018 I really appreciate the ongoing "check ins" to stay connected with all of us.
"Thank you, Charlie, for a wonderful experience in Special Education Part 2. Would definitely take a course with her or York U again!"
"The feedback from the course instructor was useful in understanding and getting a full grasp of expectations. "
"Charlie was an amazing course instructor. Always responded back to emails in a timely manner, always willing to help and provided feedback on lessons. Will definitely take another AQ with York U would love to have Charlie Craig again if she is teaching other AQ's."
"Thank you SO much for answering all of my questions, so quickly, and for the rubrics, weblinks and the picture/website instructional sheet that you sent. I really, really appreciate it! This is the first time that I have experienced an AQ course where ALL of my questions have been answered, and where I feel that my individual needs are considered."
I am a Secondary Principal in the Peel District School Board where I have been an Administrator for the last 8.5 years. I have a passion for issues related to equity and inclusion and a long-standing interest in assessment and evaluation. I believe deeply that we have to model what we want to see in others and that we have as much to learn from our students as they do from us.
Testimonial from Spring 2018 PQP Candidates
"Innovative content, interactive presentation, and non-judgmental. Great resources"
"Continue making it a safe environment --> it helps all to have a learning stance."
My name is Gail Bedeau. Currently I am in the role of K-12 Learning Coach within the Toronto District School Board(TDSB).
I believe teaching is a reciprocal process that not only educates our society, but also reinforces our social commitment and accountability to others. It is the responsibility of individuals to contribute positively to communities to nurture and sustain them.
As a coach, I strive to support, collaborate, and build capacity with educators through effective pedagogical practices within an Anti- Oppressive framework.
Prior to my role of coach, I have taught Full Day Kindergarten for several years through a Culturally Relevant and Responsive lens in an Inquiry play based context.
My teaching degree, focused on Urban Diversity Education, has enabled me to build capacity and a strong pedagogical foundation grounded in equitable teaching practices.
Testimonial from TDSB, Central Coordinator Parent Community and Community Involvement
A quote that resonates with me is "When we say we don’t serve families, we only serve students, suggests that students come from nowhere/nothing”.
I am an educator with the Toronto District School Board and a specialist in French As A Second Language and Music, working currently as Central Lead Teacher - Music. My other roles have been Instructional Leader, K-12 Learning Coach and teacher of French as a Second Language (core and immersion)and Music. I have been teaching the York FSL AQ since 2006
Testimonial from Fall 2017 session, FSL part 1 candidates.
It was great! The teacher was amazing- very supportive, engaging and knowledgeable. Well thought out and instructed course. The collaboration with colleagues was the most useful aspect of the course because it gave us the chance to share resources and experiences and to discuss our ideas.
The ILP was very useful because it gave me the time to research and plan in depth for the three lessons.
The online learning was useful as well because it gave me the chance to research important aspects of the profession and it gave me more flexibility.
I liked the fact that things were self-chosen for the most part, the instructor was wonderful and very considerate, and there were some really awesome guest speakers.
As a teacher and P.O.R , I have always been interested in that push and pull between what we’ve learned about policy, methodology and research and the day-to-day demands of our lives as teachers. As a high school teacher with 26 years of experience, I have been fortunate enough to teach English and ESL at all grades and levels. This experience has provided me insight into the daily demands and frustrations of working in the school system. In addition to serving as an ESL Curriculum Leader at a large Toronto high school and an associate teacher to almost 20 candidate teachers over my career, I hold a M.Ed. in Curriculum design from OISE and a B.Ed. in TESL from Concordia University. Over the years I have learned an appreciation and understanding of teaching methods rooted in research. I also appreciate the need to push through those feelings of being overwhelmed by all we think we don’t know to find those truths that work for us. As a teacher-mentor I believe in purposeful inquiry. Together, I want us to face the obstacles we all share and focus on key insights about learners and language acquisition so we can best serve our students.
David Choules
Testimonial from Peter Vlahos, Teacher (Peter.Vlahos@tdsb.on.ca)
David approaches student learning through building an inclusive environment that encourages student participation and interaction. His warm manner and enthusiasm for learning is infectious and motivating. After decades as an instructor he openly and conscientiously shares his wisdom and experience in a gentle , kind and informative way.
My interest has always been in teaching ESL and literacy, to students that have newly arrived from another country. These students have always impressed me and I have learned a great deal from them. Today, as an educator and lifelong learner, I always explore all my options and resources to best reach these children who today struggle with a new language and a new culture as well as new literacy initiatives, to assist all learners.
I have been involved in many different capacities within the education system. I have taught in the primary, junior and intermediate divisions. I have worked in the university capacity for various faculties focusing on the ESL instruction and literacy. Literacy and ESL are truly my passion and I have worked through, designed courses to fit a conceptual model that advocates for all learners and promote various scaffolding skills for the 21 century learner! Meeting the needs of students through the multimodality within the dual language context, promoting students 'cultural identity to ensure successful results within the means of meeting the curriculum expectations through digital literacy is a primary focus of mine.
Testimonial from Summer 2018
Instructor was excellent and responded with feedback in a timely manner. The instructor was extremely flexible and understanding, he made the online learning space more engaging by giving the students the power to interact with one another freely.
Selected as Canada's Outstanding Principal in 2016 for her on-going commitment to creative positive change, strong interpersonal skills, reflective inquiry, superior project management, community building and development of trusting relationships and focused improvement. Rocchina is driven to provide opportunities for all staff and students to succeed in a school environment that is respectful, welcoming and inclusive.
Testimonial from Fall 2018 Jennifer Sarna, Superintendent of Secondary Schools York Catholic District School Board
"Rocchina excels at establishing a welcoming, accepting learning environment that provides ample opportunity for risk-taking among her students. Her continual encouragement and support, combined with her willingness to lead by example, allows the adult learner the confidence to explore new strategies. Her students benefit from exposure to a diverse range of new approaches to leading and learning which serves to propel them out of their comfort zone and opens up their potential for future growth and challenges."
Peter is recently retired (June 2018) from his position as Head of Technology, Computers Science and Business at St. Roch Catholic Secondary School, which is a the newest regional school of the arts in the Dufferin-Peel CDSB. In addition he was also the district chair for Communications Technology for 12 years where he led system-wide initiatives supporting all 26 secondary schools. He has had a diverse career spanning over 32 years and has been the past ICT Coordinator for the district, eLearning Coordinator for the Faculty of Education at York University and has been a curriculum writer for the Ministry as well as a member of Faculty Assessment branch of the Ontario College of Teachers. Teacher professional development has also been one of his focuses as he has instructed Integration Of Information And Computer Technology In Instruction Parts 1, 2 and Specialist, Computer Science Parts 1, 2 and Specialist, and Communications Technology Basic and Advanced additional qualification courses. He was also the lead writer for the aforementioned additional qualification course guidelines for the Ontario College of Teachers as well as the lead writer for all the emphasis courses for Communications Technology. In addition he has also taught numerous Apple Professional Development courses. However, his passion has always been in the classroom and specifically in the areas of photography, graphic design, broadcast video, film and media development. In his spare time Peter is an avid windsurfer, sailor, skier and martial artist. He is also a loving husband and proud father of twin boys. He has been an Apple Distinguished Educator since 2010 and is actively presenting, running workshops, teaching on-line and traveling.
Testimonial from Principal - Dufferin-Peel CDSB
Peter is a creative and innovative thinker who is an inspiration to his students, and fellow colleagues.
My name is Vicki Steele and I am currently working as a K-12 Learning Coach for the Toronto District School Board. An educator of 21 years, I have a range of experiences in different grades, programs, and school boards. I have spent the majority of my teaching career in FSL settings, and have studied in both Canada and France. I've enjoyed presenting workshops at conferences in support of FSL programming, Inquiry Based Learning, and Mentoring.
I am passionate about working with teachers and students to bring second language learning to life.
Testimonial from Teacher, TDSB
"Thank-you for an engaging experience. The content was relevant and it was easy to follow along. I enjoyed myself and learned interesting techniques, as well as points of view I hadn't considered."
Passionate about Math, empowering students and teachers, and life-long learning. I have spent a number of years teaching mathematics as well as having the opportunity to be a math coach and instructional program leader, which allows me to work with teachers and students to help all students be successful. I believe that every child can learn with the right tools and environments.
Testimonial from Winter 2018
Being able to talk to Kristin after every class was invaluable. She was able to bring resources to class that could help me immediately, and I was able to get feedback once I needed it.
Mirella Rossi, Principal, educator for over 25 years, and creator of the Student Led Learning Walk (SLLW) was awarded Canada’s Outstanding Principals in 2014 and is currently a Ph.D. candidate at University of Toronto’s Ontario Institute for Studies in Education in the Department of Leadership. Mirella is committed to creating authentic systemic educational experiences that advance diversity, equity, student voice, achievement and well-being. Mirella is dedicated to advancing education by combining peaceful and purposeful strategies to visible and engaging learning communities where student voices teem with excitement and passion for learning, innovation and creativity. More recently Mirella led a team of Ontario teachers in Asia successfully sharing her SLLW practice with students, educators and families in Taiwan. Mirella’s works have been published in the Education Canada journal https://www.edcan.ca/articles/the-student-led-learning-walk/ , the Leading Student Achievement (LSA) Network for Learning with Dr. Ken Leithwood https://www.curriculum.org/LSA/files/LSA-More-Real-Stories.pdf , TVO's Teach Ontario https://www.teachontario.ca/community/explore/teachontario-talks/blog/2015/06/01/the-student-led-learning-walk-making-learning-visible-beyond-the-classroom and, Dr. Lyn Sharratt’s new book, Leading Collaborative Learning, Empowering Excellence.
Testimonial from PQP Candidates 2017
1. Multiple opportunities for professional dialogue. Opportunities to learn from the expertise of the group through collaborative projects and presentations. Mirella's fantastic school-based learning stories. Many practical leadership examples and strategies shared. Thank you!
2. Collaborative Inquiry: a chance to work as a group to challenge beliefs and build new knowledge and learning. Developing a greater appreciation of hot topics through various peer presentations. Loved the simulation day!
3. Real examples and stories shared by the instructor - that were honest, genuine and relevant. Opportunity for inquiry learning and classmates to construct learning together. Presentations on key topics were extremely comprehensive and provided excellent resources.
4. Collaborating with colleagues from variety of boards. Personal examples to relate learning to practical experiences. Presentations and sharing of leadership strategies.
5. It was a wonderful professional learning experience. Mirella Rossi was inspiring in her coaching and directing. Again, I will state that the guest speakers were phenomenal and the simulation process was a fantastic "authentic" opportunity. My colleagues in the course each brought areas of expertise and everyone worked VERY VERY hard. I've gained so very much from the experience. Thank you!
6. This PQP part 1 course was a rich and rewarding learning experience. Mirella was open, honest and inspirational. The focus on school based leadership was outstanding. Thank you!
7. Loved the balance of guest speakers, peer presentations and practical experiences. The instructor was inspiring!!!!
8. Instructor Mirella Rossi truly cares and was an accessible mentor. She was honest, reflective and challenged our thinking and statements. She always helped to frame the concepts into actionable steps.
9. Instructor was approachable, knowledgeable and inspired others to want to be engaged.
Multiple opportunities for professional dialogue and to learn from the expertise of the group through collaborative projects and presentations. Instructor Mirella Rossi truly cares and was an accessible mentor. She was honest, reflective and challenged our thinking and statements. She always helped to frame the concepts into actionable steps.
I started out my teaching career with a focus on Special Education with Primary students. I have always had a passion for Kindergarten and when I was given the opportunity, I jumped at the chance. I am currently in my 7th year of teaching Kindergarten. I have taught both the old and new program and have enjoyed growing and learning alongside the changes. I believe in play-based inquiry learning, outdoor education and creating an inclusive space for all types and levels of learners. My program and space is always growing and changing.
"You can discover more about a person in an hour of play than in a year of conversation. " -Plato
Testimonial from 2017 TPA - Principal
"Sheri’s program fully embraces the essence and intention of the FDK program. Students create their learning through carefully planned tasks and activities that are based on student interest and a culture of inquiry. Sheri’s classroom is a hive of activity through which students view themselves as capable and competent directors of their own learning as well as members of a collaborative and cohesive whole group on the same journey. The classroom environment provides a strong learning foundation that will support students growth and development in their early years, and as life-long skills. Sheri is a reflective practitioner, expertly leading the team in her classroom by collaborating on all aspects of the individual and group needs of her students, continually refining and rethinking programming based on formative assessments. She is adept at navigating the relationships with her team based on mutual respect, and shared responsibility. Sheri’s leadership extends beyond the classroom to our entire school in her role as the school’s literacy coach, through which she lends her expert pedagogical and programming expertise to all staff."
