This course is for certified teachers and addresses the theoretical foundations of Family Studies in the intermediate division, including:

• Program planning and implementation
• The learning environment
• Current legislation and policy

• A recognized university degree
• Students must have two (2) full course equivalents in Family Studies or related subjects, such as Psychology, Sociology, Interdisciplinary Studies, Women's Studies

This course is for certificated teachers in any but the intermediate division. This course analyzes human development theories, curricular policies and guidelines, and teaching strategies and practices in English, as they apply to the intermediate division.

• A recognized university degree
• Students must have two (2) full course equivalents in an acceptable teaching area (listed on Schedule A of Regulation 176/10)

An advanced course in the use of computers in the classroom designed for educators in curriculum leadership roles. Educational research on the impact of computers in society and in the schools will be examined, and implications for school-wide, system-wide, programs (K-12) based on Ministry of Education policy will be considered. The use of computers with exceptional learners will also be explored. Leadership roles, change processes, and in-service strategies designed to facilitate program development; implementation and evaluation will be investigated and applied through practical activity in school/system settings.

• 1.0

• Parts 1 and 2 (on Certificate of Qualification)
• Two years of teaching experience with one of the years in the area of specialization
• Signature of supervisory officer

This course further exposes educators to the uses of computers in education. Themes include the following:

• Designing educational software
• Implementing the computer in the school
• Teaching with the aid of a computer

The course draws examples from a variety of subject areas in both the elementary and secondary panels. This course emphasizes the use of the computer in the classroom rather than computer programming skills. The practical activities form an integral part of this course.

• 1.0

• Part 1 (on Certificate of Qualification)
• One year of teaching
• Signature of supervisory officer

This course provides an overview of the uses of computers in education. The course's central themes relate to teaching about computers and teaching with the aid of a computer. The course draws examples from a variety of subject areas in both the elementary and secondary panels. The practical activities form an integral part of this course.

• 1.0

• Certificate of Qualification

This course enables counsellors to advance their skills in interpersonal relations and administration as well as increase their knowledge of business-industry in the community. The practical activities and advanced counselling practicum form an integral part of this course.

• Parts 1 and 2 (on Certificate of Qualification)
• Two years of teaching experience with one of the years in the area of specialization
• Signature of supervisory officer

• 1.0

• Admissibility test
• Part 1 (on Certificate of Qualification)
• One year of teaching
• Signature of supervisory officer

• 1.0

• Certificate of Qualification
• Students will be required to do the Admissibility Test (oral and written) and receive 68% or better (in all categories) before they are allowed to register for the course.
  • Students will be notified if they are successful on this assessment prior to entry into the course. Completed tests will not be returned to students; however, students can request feedback if they are not successful.
  • For more information about these tests, please view the following videos:
    • Comment se préparer au test d'admissibilité au cours FSL 1 AQ? - Lori Ruberto (Educators In Focus)
    • Preparing For The FSL Admissibility Test - Lori Ruberto (Educators in Focus, Lakehead University)

This series of courses aims to utilize critical pedagogy to explore the multiple facets of teaching and learning in a holistic manner. Developed in collaboration with First Nations, Métis, and Inuit (FNMI) community members, the three courses in this series are intended to recognize and honour the rich cultural history of these groups, in relation to the Canadian educational context. Through blending a FNMI Holistic Education Framework with a student-centred partnership framework and traditional teachings from First Nations, Métis, and Inuit communities, students will exit these courses with proficient knowledge surrounding best practices for teaching FNMI students.

In the final Specialist course, students are taught how to foster the knowledge from Part I and II into a leadership role, where they can cultivate professional efficacy, leadership opportunities, and create a culture of critical reflection in their school communities. 

This series of courses aims to utilize critical pedagogy to explore the multiple facets of teaching and learning in a holistic manner. Developed in collaboration with First Nations, Métis, and Inuit (FNMI) community members, the three courses in this series are intended to recognize and honour the rich cultural history of these groups, in relation to the Canadian educational context. Through blending a FNMI Holistic Education Framework with a student-centred partnership framework and traditional teachings from First Nations, Métis, and Inuit communities, students will exit these courses with proficient knowledge surrounding best practices for teaching FNMI students.

Building from the knowledge learned in the first component, Part II directs students to critically reflect on current practices; and also to design, apply, and facilitate discussions related to possible learning opportunities to implement change.