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 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
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 Sep. 21 08:00 AM.
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.
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.
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.
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 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.
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.
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.
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."
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.
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.
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 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.
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. "
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."
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."
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.
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.
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!
