OECTA’s Anti-Black Racism course is aimed at fostering inclusive, respectful classrooms rooted in the Catholic values of dignity and equality. This course offers practical tools to ensure every student can thrive, emphasizing unity, fairness, and the moral duty to uphold justice.

• Module 1 – The Elephant in the Room addresses truths that need to be spoken aloud then accepted before any other changes can happen.

• Module 2 – Looking Inward, Outward and Backward examines the systems put in place in order to understand how they repress and oppress Black people here in Canada. This includes a critical examination of our own school systems.

• Module 3 – Anti-Black Racism in Ontario Schools addresses the differences between being an anti-racist and one who is complicit in the status quo. Calling Catholic teachers into action is the goal of this module.

• Module 4 – Governance and Policy examines current governing documents that embed systemic racism and reflects upon ways to overcome and change policy to better serve the Black community.

• Module 5 – Reimagining Strategies for Amplifying Black Voices delves into ways of celebrating and strengthening Black voices in our schools and communities.

Let us actively seek pathways to justice and support for our Black members by facing truth and working towards allyship. As Catholics, we are called to support all learners and educators in building stronger, more compassionate communities.

This course provides practical advice and pedagogy to successfully manage your classroom in the 21st century. Sound classroom management is essential for student learning and successful teaching. Anchored in knowing your students—including those with special needs, English Language Learners, and First Nations, Métis and Inuit learners—this course explores key areas such as mental health and well-being, creating and sustaining a welcoming classroom community, program planning, and the learning environment.

• Module 1: Reflecting on The Learning Environment and Classroom Management

• Module 2: Supporting the Health of our Students

• Module 3: Building a Welcoming and Supportive Classroom Community

• Module 4: Designing a Successful Program

• Module 5: Creating a Flexible and Welcoming Learning Environment

This course is suitable for elementary and secondary teachers in classroom, itinerant, and occasional roles.

Participating in the Cooperative Education Part 1 course, teachers begin critically exploring and enhancing professional practices, critical pedagogies, knowledge and skills related to cooperative education. Highlights include:

Exploring the creation of positive, equitable, accepting and safe learning environments in school and out-of-school placements in the community
Exploring ways to connect students’ authentic experiences and related courses to the Cooperative Education experience
Critically exploring and planning learning opportunities and programs that support individual educational pathways and goals (for example, Individual Pathways Plan [IPP])
Critically exploring how students’ lived experiences, development, strengths, inquiries, interests and needs can inform program planning, development and implementation

• Module 1: Experiential Learning in the Classroom
• Module 2: Overview of Cooperative Education in Ontario
• Module 3: Planning and Implementation of the Co-Op Program
• Module 4: Assessment and Evaluation in the Co-op Program
• Module 5: Supporting Student Learning and Wellbeing in Cooperative Education

OECTA’s Equitable and Inclusive Schools, Part 1 course uses the power of storytelling and guided inward reflection to provide candidates with strategies to create spaces rooted in equity and inclusivity. Candidates will grow their knowledge of how to work in community with students, their families, and fellow education staff to create identity-affirming spaces.

This course will provide a foundational understanding of concepts used to support equitable outcomes for all learners K-12.

• Module 1: Creating a New Foundation through Indigenous Education
• Module 2: Equitable and Inclusive Learning Spaces
• Module 3: Trauma-Informed Practices and English Language Learners
• Module 4: Accessibility and Inclusion
• Module 5: Curriculum Development, Assessment and Evaluation
• Module 6: The Policy: Our Profession and our Practice

This course is designed to take first steps towards understanding the histories, cultures, traditional teachings and current issues of First Nations, Metis and Inuit Peoples. The course is built from a Catholic perspective, intertwining our values while examining difficult issues such as Residential Schools and the 60’s Scoop. It develops a respectful and informed perspective while laying the foundations of allyship and understanding. This course is truly one-of-a-kind and will serve all teachers in challenging and constructive ways.

• Module 1: Understanding Relationships Ekinamadiwin (Anishinaabe term for Teachings)
• Module 2: Understanding Traditional Teachings – Qaujimajatuqangit (Inuktitut term for Traditional Knowledge)
• Module 3: Understanding History Onekwehshon:a (Kanien’kehá:ka term for People)
• Module 4: Understanding Current Issues Gin ’láa hl isdaá (Haida term for “Do Good Things”)
• Module 5: Understanding our Role in Reconciliation as Educators Mâmahwohkamâtowin (Nehiyak term for Working Co-operatively)

This course is designed to develop awareness and understanding of classroom theory and practice in French as a Second Language. As an introductory course, Part 1 provides participants with a strong foundation and understanding of the vision and underlying philosophy related to FSL. Participants will acquire these basic skills and background knowledge, and be able to apply them as an integrated delivery model in Core French, Extended French, or French Immersion. Teachers will have the opportunity to reflect on their learning, communicate with peers, and apply their learning in practical experiences.

The course is open to all elementary and secondary school teachers who have one of the following qualifications: primary, junior, intermediate, or senior division.

Note: If a registrant is unsuccessful, they will be refunded their fee less a $50 assessment charge.

• Module 1: L’évolution
• Module 2: Examinons le curriculum et explorons le CECR
• Module 3: Les pratiques pédagogiques
• Module 4: Développer une communauté inclusive
• Module 5: L’évaluation

This course extends and reinforces the knowledge and skills from Part 1. It’s ideal for teachers who wish to deepen their ability to develop FSL programs—Core, Extended, and Immersion—and offers opportunities to reflect, communicate, and apply learning through practical experiences.

• Module 1: Une vision pour l’apprentissage du FLS en Ontario
• Module 2: Examinons de près le Curriculum révisé
• Module 3: Planifier l’enseignement avec l’évaluation
• Module 4: Planifier l’enseignement avec l’évaluation – Partie II
• Module 5: Pistes et portfolios

FSL Specialist builds on Parts 1 and 2 with a focus on leadership in French as a Second Language education. It aligns with Ministry of Education policies and curriculum expectations.

• Module 1: Notre Contexte
• Module 2: Approfondir nos connaissances du curriculum de FLS
• Module 3: Les pratiques d’enseignement
• Module 4: L’engagement des parents et de la communauté
• Module 5: L’évaluation

Guidance and Career Education Part 1 is an introductory course open to all elementary teachers or secondary teachers who have a basic qualification in general studies or technological studies and who are interested in learning more about the guidance program, policies, and how the skills of guidance counsellors can be implemented in the classroom to enhance the learning and understanding of others.

The underlying purpose of Guidance and Career Education Part 1 is to provide you with an overview of the guidance program. Particular emphasis is placed on the policy document Creating Pathways to Success. It is also intended to provide opportunities to learn basic counselling, interpersonal, and human relations skills necessary for addressing the challenges of teaching in contemporary school settings.

• Module 1: Understanding the Role of the Guidance Counsellor
• Module 2: Curriculum for Career and Life Planning
• Module 3: Access to Information and Communication
• Module 4: Transitions and Wellness

Guidance and Career Education Part 2 enhances professional practice by extending, applying, and designing learning opportunities that reflect the knowledge and skills outlined in Part 1. Using an inquiry framework, the course also extends candidates’ professional learning and practice in the theoretical foundations of guidance and career education, program planning, development and implementation, learning environments and instructional strategies, reflecting, documenting and interpreting learning, shared responsibility for learning, and research, professional learning and the scholarship of pedagogy. Assessment and evaluation strategies reflect effective, collaborative, and inquiry-based practices.

• Module 1: The Role of the Guidance Counsellor
• Module 2: Learning for All
• Module 3: Ethics and Counselling
• Module 4: Safe Schools

The Additional Qualification Course: Guidance and Career Education Specialist fosters leadership, critical and collaborative inquiry, and exploration of the dimensions associated with children and adolescent development from K-12 to post-secondary destinations. The course cultivates leadership in program planning, development, and implementation strategies and frameworks related to Guidance and Career Education, and critically explores effective, collaborative transition planning to support all learners. It also fosters shared leadership in exploring, developing, and implementing programs that respond to students’ lived experiences, development, strengths, interests, and needs. Assessment and evaluation strategies reflect effective, collaborative, and inquiry-based practices.

• Module 1: The Administrative Role of the Guidance Counsellor
• Module 2: The Guidance Counsellor as Support Worker
• Module 3: Academic and Pathway Planner
• Module 4: School Leadership, Programming and Planning

Kindergarten Part 1 explores the theoretical foundations, the development of learners, program planning and implementation, assessment, the learning environment, and ethical considerations related to teaching and learning.

• Module 1: Play, Inquiry, The Learning Environment and Assessment
• Module 2: Thinking About Learning and the Four Frames
• Module 3: Demonstrating Mathematics Behaviours/The Power of the PLC
• Module 4: Parental Involvement, Art, Problem Solving and Innovation
• Module 5: Program Planning

*Experience outside of Ontario must be certified by an appropriate supervisory official.

• Module 1: Calm, Alert and Learning
• Module 2: Loose Parts, Pedagogical Documentation, Assessment and the Professional Learning Community
• Module 3: Listening, Reading, Mathematics and Inquiry
• Module 4: Differentiating to Meet All Needs
• Module 5: Inquiry Project on Assessment

*Experience outside of Ontario must be certified by an appropriate supervisory official.

• Module 1: Kindergarten in Ontario
• Module 2: Witnessing the Learning
• Module 3: The Modern Kindergarten Classroom
• Module 4: The Importance of Environment and Self-Regulation
• Module 5: Fair and Modern Assessment

Mathematics – Grades 7 and 8 is open to all elementary or secondary teachers who have a basic qualification in general studies and wish to deepen their pedagogical content knowledge regarding students in Grades 7 and 8 Mathematics. The AQ course is designed for teachers of Grades 7 and 8 mathematics to develop skills and knowledge in the design, delivery, programming, and assessment of students in Grades 7 and 8 mathematics.

Participants will deepen their pedagogical content knowledge in mathematics through sustained, collaborative inquiry into current practice, research, curriculum, resources, and detailed analysis of classroom teaching and learning. This course brings the significant insights gained through research and practice of both student and teacher learning into a coherent teacher learning experience that will transform the thinking and practice of participants enrolled in this course.

Teaching in the Ontario Context – The Modern Catholic Teacher

• Module 1: Mathematics Curriculum 2020
• Module 2: Math Culture
• Module 3: Instruction and Assessment Practices
• Module 4: Equity in Math

Mathematics Primary and Junior Part 1 provides participants with a strong foundation and understanding of how children acquire mathematical skills and understanding. Mathematics is a complex, meaning-making process that is fundamental for ongoing learning and student success.

Teachers will develop skills to recognize the varying experiences and strategies that students use in exploring mathematical situations, in order to modify their instructional and assessment practices.

This course will focus on mathematics instruction that is based on sound research and effective classroom practice. Teachers will develop an understanding of student development and learning and consider how that relates to appropriate mathematics instruction. They will examine how mathematically based opportunities should occur across the curriculum with different types of texts and strategies. Teachers will also learn how to provide opportunities for students to engage in a variety of problem-solving experiences in a rich learning environment.

Modules:

• Module 1: Setting the Math Context
• Module 2: High-Impact Instructional Practices in Mathematics
• Module 3: Working with Curriculum Expectations in the Number Strand
• Module 4: Algebra, Data, Spatial Sense, and Financial Literacy

Mathematics Primary and Junior Part 2 explores the theoretical foundations, the development of learners, program planning and implementation, assessment, the learning environment, and ethical considerations related to teaching and learning across divisions.

The course also leads participants in applying the theory of constructivism as it relates to the teaching of mathematics; deepening understanding of factors that influence changes in mathematics teaching; applying the interconnection of big ideas, key concepts, overall expectations, and enduring understandings; responding to math anxiety, avoidance, and phobia; and applying current research (e.g., analyzing student errors and choosing effective instructional models).

Modules:

• Module 1: Setting the Context for Our Mathematics Journey
• Module 2: Components of Math Class: Big Ideas, Math Anxiety, Tools, and Technology
• Module 3: Engaging All Learners
• Module 4: Mathematics in Action

Mathematics Primary and Junior Specialist explores the theoretical foundations, the development of learners, program planning and implementation, assessment, the learning environment, and ethical considerations related to teaching and learning across divisions. Participants will provide leadership in conceptual frameworks for Mathematics, implement Ontario curriculum and policies, support colleagues in reflective practice, explore metacognition, and apply constructivist theory. The course also covers strategies to address math anxiety, current research for instructional practices, and professional dialogue on theory and practice.

Modules:

• Module 1: Setting the Context for Mathematics Leadership
• Module 2: Supporting All Learners in Mathematics
• Module 3: Setting the Context for Mathematics Learning
• Module 4: Tools and Representations; Sharing Our Leadership Learning

This course, including its modular format, examines the reading process and the stages of reading development. Emphasis is on classroom instructional strategies for assessing growth and the development of reading competencies.

Participants will examine the importance of children’s and adolescent literature, both fiction and non-fiction, and its relationship to literacy development. The course includes discussions, presentations, and seminars relating to current practices and issues.

Modules:

• Module 1: Reflective Practice and Knowledge of the Learner
• Module 2: Instructional Approaches and Strategies
• Module 3: Reading Development and Explicit Instruction
• Module 4: Supporting the Needs of All Learners
• Module 5: Authentic Literacy Experiences

Reading Part 2 expands on the knowledge and skills acquired in Part 1 and integrates them into instructional practice. It supports the expectations outlined in Ministry of Education curriculum policy documents and other Ministry of Education policies.

Candidates will engage in in-depth discussions and presentations on reading instruction and will participate in seminars and group work relating to current practices and issues. This course provides an opportunity to deepen knowledge and understanding of the foundational vision and philosophy of reading instruction.

Topics and issues of particular relevance to candidates’ educational contexts will be explored through an integrated delivery model.

Modules:

• Module 1: Foundations of Reading
• Module 2: Assessment and Data-Driven Instruction
• Module 3: Technology and Critical Literacy
• Module 4: Reading Across the Curriculum
• Module 5: Supports and Modern Approaches to Teaching Reading

The Reading Specialist course focuses on leadership skills required to promote effective reading instruction. Topics include planning, coordinating, implementing, and evaluating the Ontario Curriculum, policies, and guidelines.

Candidates will develop skills in creating partnerships between community and school, evaluating and allocating resources, promoting the use of information and communication technology, and understanding effective staff development strategies to support reading instruction.

Modules:

• Module 1: Current Approaches to Literacy
• Module 2: Effective Leadership
• Module 3: A Collaborative Approach to Effect Change
• Module 4: Community Building to Support Learning
• Module 5: Leadership Buildingc

Special Education Part 1 provides an introduction and overview of the characteristics of students identified as exceptional and students who require modifications and/or accommodations based on their learning needs. This course will help teachers develop skills and knowledge in the design, delivery, programming, and assessment of special education.

Teachers will gain knowledge of various exceptionalities, Ontario Ministry of Education and Ontario College of Teachers legislation, curriculum policy documents, and other Ministry of Education policies.

Modules:

• Module 1: Foundations of Special Education in Ontario – Policy and Perspectives
• Module 2: Using Assessment to Inform Programming
• Module 3: The IEP and IPRC Processes
• Module 4: Current Pedagogy
• Module 5: Modern Perspectives about Equity

Special Education Part 2 continues to develop the skills and knowledge of teachers in the design, delivery, programming, and assessment of special education. This course supports the expectations outlined in the Ministry of Education curriculum policy documents as well as other Ministry of Education policies and support documents.

Modules:

• Module 1: Policy, Law, and Regulation
• Module 2: Examining Special Education Board Standards
• Module 3: The Stages of Transition
• Module 4: The Power of Assessment
• Module 5: The Identification, Placement, and Review Committee Process

Special Education Specialist provides participants with the ability to extend and apply their skills and knowledge in special education programs and services. This course develops leadership skills in the design, delivery, programming, and assessment of special education.

The course supports the expectations outlined in the Ministry of Education curriculum policy documents, as well as other Ministry of Education policies and support documents.

Participants will gain in-depth knowledge of the field of special education with a focus on developing leadership and advocacy skills. The course explores Ministry directions and issues facing special education in Ontario. Candidates will critically analyze current programming, legislation, regulations, policies, and ethical issues. This culminates in a practical leadership experience that demonstrates the candidate’s interest in and commitment to leadership in special education.

Modules:

• Module 1: A Call to Leadership
• Module 2: Legislation, Policy, and Funding
• Module 3: Placements, Programs, and Services
• Module 4: The IEP and IPRC: A Critical Approach
• Module 5: Modernizing Special Education

Teaching English Language Learners Part 1 is an introductory course that focuses on the theory and practice underpinning second language teaching. Part 1 provides participants with a foundation and understanding of the underlying philosophy related to Teaching English Language Learners. The course is designed to develop awareness and understanding of classroom theory and practice.

This course develops teachers’ skills in acquiring the knowledge necessary to enhance the learning of English language learners with English as a Second Language (ESL) and English Literacy Development (ELD) needs at all grade levels and subject areas. Critical to the delivery of English as a Second Language is the ability of teachers to ensure positive learning experiences for all students. This course gives teachers the knowledge and skills to provide an effective learning environment. The course is open to all elementary and secondary school teachers who have a basic qualification in general studies or technological studies.

Modules:

• Module 1: Exploring & Evaluating What We Know and Want to Learn
• Module 2: Understanding the Needs of Multilingual Learners
• Module 3: Learning for All
• Module 4: Supports for All
• Module 5: Recapping Our Knowledge & Understanding

Teaching English Language Learners Part 2 provides teachers with the opportunity for further in-depth exploration of the knowledge and skills necessary to design, deliver, and assess English as a Second Language programs. The course is open to all elementary and secondary school teachers who have a basic qualification in general studies or technological studies and Teaching English Language Learners Part 1.

Critical to the delivery of Teaching English Language Learners is the ability of teachers to ensure a positive learning environment to enhance the learning of English language learners and facilitate their academic success.

Modules:

• Module 1: Introduction to the Course and Theoretical Foundations in English as an Additional Language
• Module 2: Explicit Instruction for English Language Learners
• Module 3: Initial and Ongoing Assessment of Multilingual Learners on STEP
• Module 4: English Language Learners and Special Education
• Module 5: Consolidation of Learning through an Online Learning Portfolio

Teaching English Language Learners Specialist extends the skills from Part 1 and Part 2, with a focus on leadership skills in English as a Second Language education. This course, as with all others offered by the Association, reflects an understanding that each primary, junior, intermediate, and secondary student is an individual who, through God’s grace, brings to our classrooms unique experiences, gifts, and understandings.

Modules:

• Module 1: Deepening Understanding of Theoretical Foundations in English as an Additional Language
• Module 2: The Language Learning Environment
• Module 3: Programming & Assessment
• Module 4: Effective Leadership
• Module 5: Action Project - Consolidation of Learning

OECTA’s Religious Education in Catholic Schools courses are rooted in the beautiful story, The Road to Emmaus. This story serves as the framework that guides candidates as they encounter Jesus through their faith, engage more deeply with Jesus and the Church, and create ways to evangelize using their own gifts and knowledge.

In Part 1, The Road to Emmaus is a pivotal point in the Scriptures for the Disciples. Cleopas walks with another disciple on the evening of Easter Sunday, just after the Resurrection. Jesus joins them, but they do not realize it is him until he breaks bread with them, as he did at the Last Supper. His sharing with them helps the disciples to understand that Jesus would be ever-present with them in this act of breaking the bread—the act that evolved into our Catholic Mass, the celebration of the Holy Eucharist.

Where are you on your journey?
What does this mean for you today?
What has been your encounter with ‘Church’ thus far in your life?

The story of The Road to Emmaus is more than simply a story about one of the earliest Resurrection appearances of Jesus after his crucifixion; it is a story about a journey of faith and how we encounter Jesus in our own way.

Would we have recognized Jesus if he had encountered us? Do we recognize Jesus in our daily lives now, through our various experiences of faith? Where am I on my journey of faith? What does this story mean for me today? What has been my encounter with “Church” thus far in my life? In what ways do I see this story as a framework for how we view our community? Our world?

In the context of Part 2, we are dialoguing with Jesus; that is, we are seeking to make sense of His teachings, asking questions and making connections. This stage of the journey will focus on how we are using our understanding of Jesus to make choices that serve the common good and promote human dignity. We will engage in the history and teaching of our Church so that, together, we can heal, grow, and build the Kingdom of God.

The Road to Emmaus has many meanings; it is incredible how one story can speak to us so uniquely at different stages in our lives. Consider the journey of the disciples: they heard and witnessed the Word of God through Jesus, and gave up the life they once knew to bring the teachings of Christ to a new world—a world that was uncertain and often challenging.

If you stop to visualize yourself within your educational journey—from the educator you were on your first day to who you are today—what images come to mind? What key components or events have shaped you to be where you are, and who you are, today?

In the context of Part 3, we have “reached” Emmaus; that is, we are now in the final stage of accepting the Risen Jesus as the foundation of our faith. And, like the disciples, we are sent forth to spread the Good News.

What does this mean for us as Catholic teachers and leaders in our communities? How can we evangelize a faith that is inherently counter-cultural and constantly challenged by our secular world?