Professional development Program (PDP)
OCT recognized Additional Qualification and Additional Basic Qualification
| Mathematics Primary and Junior Divisions | |
|---|---|
The objective of the course is to critically explore and enhance professional practices, critical pedagogies, knowledge and skills, as outlined in the Mathematics (Primary and Junior Divisions) course. The training uses a critical and pedagogical approach to explore, in a holistic and integrated way, the theoretical foundations, learning theories, program planning, development and implementation, instructional design and practice, measurement and assessment, the learning environment, research and ethical issues that need to be considered in teaching and learning at all divisions. In this way, participants enhance their professional effectiveness by deepening their knowledge, improving their professional judgment and acquiring new knowledge to improve their practice. | |
| PDP 1553 (QA) | Part I |
| This 1st part of the training leading to the Additional Qualification Mathematics (Primary and Junior Cycles), uses a critical and pedagogical approach to explore, in a holistic and integrated way, the theoretical foundations, learning theories, program planning, development and implementation, instructional design and practice, measurement and assessment, the learning environment, research and ethical issues that need to be considered in teaching and learning at all divisions. In this way, participants enhance their professional effectiveness by deepening their knowledge, improving their professional judgment and acquiring new knowledge to improve their practice. | |
| PDP 2553 (QA) | Part II |
| This Part 2 of the Additional Qualification course, Mathematics (Primary and Junior Divisions), uses a critical and pedagogical approach to explore, in a holistic and integrated way, the theoretical underpinnings, learning theories, program planning, development and implementation, instructional design and practice, measurement and assessment, the learning environment, research and ethical issues that need to be considered in teaching and learning at all divisions. Participants enhance their professional effectiveness by deepening their knowledge, improving their professional judgment and acquiring new knowledge to refine their practice. | |
| PDP 3553 (QA) | Specialist |
The course aims to critically and collaboratively enhance professional effectiveness and emancipatory leadership practices, and to advance knowledge by fostering cultures of critical thinking and questioning in the primary and junior mathematics classroom. The Part 3 Specialist uses a critical and pedagogical approach to explore, in a holistic and integrated way, the theoretical underpinnings, learning theories, program planning, development and implementation, instructional design and practice, measurement and assessment, the learning environment, research and ethical considerations in teaching and learning at all levels. Participants enhance their professional effectiveness by deepening their knowledge, improving their professional judgment and acquiring new knowledge to refine their practice. | |
| Tech S Info in Teaching | |
|---|---|
| PDP 1603 (AQ) | Part I |
| Study of expectations and guidelines for integrating new technologies. Analysis of theoretical concepts of different communication and program evaluation systems. Development of strategies to influence students' attitudes and attitudes and develop ethical behavior. | |
| Mathematics Grade 7 and 8 (Appendix C) | |
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| PDP 1605 (QA) | Part I |
| To enable teachers to use a critical and pedagogical approach to explore in a holistic and integrated way, mathematical concepts studied in grades 7 and 8. | |
| Specialised Education | |
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| PDP 1620 (QA) | Part I |
| Know the theories and practices related to special education. Analyze student characteristics and pedagogical approaches. Develop learning situations. Study the laws, policies and programs governing special education. Understand the importance of involving parents and guardians. | |
| PDP 2620 (QA) | Part II |
| Deepen the concepts and principles that support the teaching and learning of special needs children. Analyze resources, strategies, processes and interventions. Develop individualized programs based on formal and informal assessments. Interpret and communicate results. Study legal issues. | |
| PDP 3670 (QA) | Specialist |
| Study the role of leader and resource person. Conduct in-depth analysis of laws, regulations and policies. Develop, adapt and modify individual plans, expectations and teaching programs. Develop communication and collaboration skills. Develop training workshops. | |
| Kindergarden | |
|---|---|
| Understanding of Ontario Ministry of Education curriculum, policies and guidelines for early childhood education, exploration of child-related theories, understanding of a variety of conceptual frameworks related to this age group, exploration of early childhood play theories and exploration of the development of oral language, reading and writing stages in early childhood. | |
| PDP 1649 (QA) | Part I |
| Understanding and implementation of Ontario Ministry of Education's curriculum, policies and guidelines for early childhood education, application of child-related theories, selection and use of a variety of conceptual frameworks related to this age group, understanding and application of early childhood play theories, and application of oral language and literacy development in early childhood. | |
| PDP 2649 (QA) | Part II |
| Understanding and implementation of Ontario Ministry of Education'a curriculum, policies and guidelines for early childhood education, application of child-related theories, selection and use of a variety of conceptual frameworks related to this age group, understanding and application of early childhood play theories, and application of early childhood oral language and literacy development. | |
| PDP 3649 (QA) | Specialist |
| In-depth knowledge of the implementation of the Ontario Ministry of Education's curriculum, policies and guidelines for early childhood education, use of theoretical models to construct, implement and evaluate programs and/or practices, demonstration of leadership in the application of theories related to early childhood education, leadership in the selection and use of a variety of conceptual frameworks related to this age group, support for colleagues in understanding and applying theories of early childhood play, and support for colleagues in exploring the development of oral language, reading and writing in early childhood. | |
| Orientation S Chem. Career | |
|---|---|
| This course supports the expectations set out in the Ontario Ministry of Education's curriculum and policies. | |
| PDP 1636 (QA) | Part I |
| It will enable candidates to explore the theoretical underpinnings of guidance and career education, and practices grounded in the scientific evidence generated by research in the field. They will acquire the skills and knowledge necessary to interact effectively as career education teachers. | |
| PDP 2636 (QA) | Part II |
| It will enable candidates to deepen and apply the theoretical underpinnings of guidance and career education, as well as practices based on the scientific evidence generated by research in the field. They will continue to acquire, integrate and apply the skills and knowledge needed to interact effectively as career education teachers and guidance counsellors. | |
| Health and physical education (Cycles Primaire Et Moyen) | |
|---|---|
| PDP 1821 (QA) | Part I |
| Know the theories and practices related to special education. Analyze student characteristics and pedagogical approaches. Develop learning situations. Study the laws, policies and programs governing special education. Understand the importance of involving parents and guardians. | |
| PDP 2821 (QA) | Part II |
| Deepen the concepts and principles that support the teaching and learning of special needs children. Analyze resources, strategies, processes and interventions. Develop individualized programs based on formal and informal assessments. Interpret and communicate results. Study legal issues. | |
| PDP 3821 (QA) | Specialist |
| Study the role of leader and resource person. Conduct in-depth analysis of laws, regulations and policies. Develop, adapt and modify individual plans, expectations and teaching programs. Develop communication and collaboration skills. Develop training workshops. | |
| PDP 1828 (QBA) | Primary cycle |
The objectives of the course leading to an Additional Basic Qualification under the Teachers' Qualifications Regulation are:
Teachers who enroll in this course have French language skills, as well as knowledge and experience in this field. Modeling positive learning experiences that reflect empathy, professional knowledge, ethical practice, leadership and lifelong learning is essential to the implementation of this course. | |
| PDP 2670 (QBA) | Intermediate cycle |
The objectives of the course leading to an Additional Basic Qualification under the Teachers' Qualifications Regulation are to:
| |
| PDP 2670 (QBA) | Intermediate cycle |
The objectives of the course leading to an Additional Basic Qualification under the Teachers' Qualifications Regulation are to:
| |
| PDP 1801 (QBA) | Construction Technology Ge and 10th |
| Study construction technology. Analyze program delivery and evaluation methods. Develop pedagogical applications, taking into account experiences and developments in construction technology. Develop practical workshops: course organization, choice of learning content and teaching strategies. Understand the importance of dexterity in the use of equipment. | |
| Manufacturing Technology Ge and 10th | |
Study manufacturing technology. Analyze program delivery and evaluation methods. Develop pedagogical applications, taking into account experience and developments in manufacturing technology. Develop practical workshops: course organization, choice of learning content and teaching strategies. Understand the importance of dexterity in the use of equipment. | |
| PDP 1805 (QBA) | Technological Design and 10th |
| LA QBA in Technological Design is specially designed to prepare teachers to teach grade 9 and 10 courses in technological design. This course provides the knowledge and skills necessary to deliver engaging and relevant lessons in technological design to their students. Throughout the course, candidates will participate in hands-on, collaborative activities and reflective discussions to enhance their understanding of technology design concepts and pedagogy. Led by an experienced instructor, the course will explore the most effective design strategies, program evaluation and assessment, and examine technology tools, resources and partnerships that support diverse learners. By the end of the course, teachers will have gained the confidence to inspire creativity and innovation in their Grade 9 and 10 students. | |
| PDP 1640 (QBA) | Teaching Students With Deafblindness - Part I |
| Study theories, trends and specialized teaching approaches for deaf and blind students. Develop programs and evaluation criteria. | |
| PDP 1615 (QBA) | Teaching Students With Deafblindness - Part I |
| Study of specialized communication systems. Formulation, adaptation and implementation of teaching objectives. Development of adapted programming and teaching strategies. | |
| French as a Second Language | |
|---|---|
| A linguistic test (written and oral) will be required if your Bachelor of Education was done in English | |
| PDP 1660 (QA) | Part I |
The course leading to the additional qualification French as a second language, part 1 explores the theoretical foundations, engage learners in collaborative and self-directed learning, program planning and implementation, assessment, the learning environment, and the ethical aspects to be considered in teaching and learning at all levels. This course is designed specifically for French-language teachers who wish to improve their teaching practices and planning for teaching the French as a second language curriculum. Teachers who enroll in this course have French language skills, as well as knowledge and experience in this area. Modeling positive learning experiences that reflect empathy, professional knowledge, ethical practice, leadership, and lifelong learning is essential to implementing this course. A linguistic test (written and oral) will be required if your Bachelor of Education was done in English. | |
| PDP 2660 (QA) | Part II |
| Examining the theories and practices of teaching basic, intensive or immersion French as a second language. Develop teaching activities based on the Ontario curriculum. Study innovative programs. Tailor expectations to student needs. Study learning assessment strategies. Analyze resources. Study electronic sources and software relevant to the Field. A linguistic test (written and oral) will be required if your Bachelor of Education was done in English. | |
| PDP 3660 (QA) | Specialist |
| Focus on the theories and practices of leadership in second language learning. Develop, implement, and evaluate Ontario's curriculum. Develop communication skills. See to the promotion of best practices. Integrate information technologies and software relevant to the field. Develop training workshops. A linguistic test (written and oral) will be required if your Bachelor of Education was done in English. | |
| Health and Physical Education (I-S) | |
|---|---|
Theory and practice in health and physical education in the intermediate and senior divisions; study of current Ontario curriculum, board policies and guidelines | |
| PDP 1227 (AQ) | Part I |
Overview of theory and practice in health and physical education in the intermediate and senior divisions; study of current Ontario curriculum, board policies and guidelines; overview of the design, implementation, and assessment of programs; examining inclusive and equitable learning environments; accessing resources; overview of current research. | |
| PDP 2227 (AQ) | Part II |
| Application of theory and practice in health and physical education in the intermediate and senior divisions; study of current Ontario curriculum, board policies and guidelines; strategies for designing inclusive and equitable learning environments that reflect individual student needs; accessing and evaluating resources; reflecting on research to build student commitment to healthy living. | |
| Health and Physical Education (P-J) | |
|---|---|
Theory and practice in physical and health education in the primary and junior divisions; study of current Ontario curriculum, board policies and guidelines | |
| PDP 1421 (AQ) | Part I |
Overview of theory and practice in physical and health education in the primary and junior divisions; study of current Ontario curriculum, board policies and guidelines; overview of program design, implementation and assessment; learning about inclusive and equitable learning environments; exploring collaboration within the educational community; accessing resources; overview of current research. | |
| PDP 2421 (AQ) | Part II |
| Analysis of theory and practice in physical and health education in the primary and junior divisions; study of current Ontario curriculum, board policies and guidelines; implementing and evaluating programs; designing inclusive and equitable learning environments; accessing and evaluating resources; integrating technology; reflecting on research to develop student commitment to healthy living. | |
| Special Education | |
|---|---|
| An overview of theory and practice underpinning Special Education; studying commonalities that unite students, program planning and delivery issues; creating safe, equitable, accessible and supportive teaching-learning environments, exploring legislation policy and program development; individualizing and modifying assessment and instruction; establishing the teacher-school-parent-guardian-community relationships. | |
| PDP 1220 (AQ) | Part I |
| This 1st part intended to enhance professional practice and extend knowledge and skills in the delivery of Special Education Course. | |
| PDP 2220 (AQ) | Part II |
An overview of theory and practice underpinning Special Education; studying commonalities that unite students, program planning and delivery issues; creating safe, equitable, accessible and supportive teaching-learning environments, exploring legislation policy and program development; individualizing and modifying assessment and instruction; establishing the teacher-school-parent-guardian-community relationships. This 2d part intended to enhance professional practice and extend and apply knowledge and skills in the design and delivery of Special Education course. | |
| PDP 3270 (AQ) | Specialist |
An overview of theory and practice underpinning Special Education; studying commonalities that unite students, program planning and delivery issues; creating safe, equitable, accessible and supportive teaching-learning environments, exploring legislation policy and program development; individualizing and modifying assessment and instruction; establishing the teacher-school-parent-guardian-community relationships. This 3d part intended to enhance professional leadership practice and the collective integration of knowledge and skills through critical reflection and inquiry as outlined in the Special Education course. | |
| Mathematics (P-J) | |
|---|---|
Theory and practice in mathematics education in the primary and junior divisions; analyzing current Ontario curriculum, policies and guidelines | |
| PDP 1232 (AQ) | Part I |
Overview of program design, implementation and assessment; study of basic concepts in mathematics; learning how to provide inclusive and equitable learning environments; integrating information and communication technology. | |
| PDP 2232 (AQ) | Part II |
| Examination of theory and practice in mathematics education in the primary and junior divisions; study of current Ontario curriculum, policies and guidelines; examining fundamental concepts in mathematics; studying learner development; accessing and evaluating resources; reflecting on current research and its implications for classroom practice; integrating information and communication technology. | |
| PDP 3232 (AQ) | Specialist |
| Focus on leadership skills in mathematics education in the primary and junior divisions; facilitating implementation of current Ontario curriculum, policies and guidelines; designing, implementing and assessing programs; designing inclusive and equitable learning environments; facilitating establishment of collaborative educational networks; identifying, accessing and evaluating resources; developing strategies for facilitating integration of technology. | |
Winter 2025
- Course dates: January 13, 2025, to April 30, 2025
- Registration date: October 14, 2024, to December 6, 2024
- Deadline to withdraw from a course with a refund : January 24, 2025
Spring 2025
- Course dates: May 5, 2025, to June 13, 2025
- Registration date: February 10, 2025, to March 27, 2025
- Deadline to withdraw from a course with a refund : May 12, 2025
Summer 2025
- Course dates: July 7, 2025, to August 1, 2025
- Registration date: April 30, 2025, to May 28, 2025
- Deadline to withdraw from a course with a refund : July 14, 2025
Tuition fees
You are not officially enrolled until you have submitted all required documents, if applicable, and paid your tuition fees.
Your tuition for this session will be $695.00 dollars per course. (Maximum of 2 courses per session).
If the Faculty of Education asks you to take a language proficiency test, you must personally look for an institution that offers you the choice of taking one of the following tests: DALF, TCF and TEF. A minimum level of C1 is required for these tests. This test is at your own expense.
We must receive the results of the test at the same time as your registration before the deadline.
If you intend to withdraw from a course, you need to:
鈥 Do it before the deadline to get a refund.
鈥 Email to [email protected] your decision to withdraw. Only your email will be accepted to withdraw from a course and this before the deadline for refund.
Information regarding a refund or financial credit; please verify your student accounts. Please note that there will be no refunds after the above dates.
Registration
In order to register, you must have a University of Ottawa student number.
- If you have forgotten your University of Ottawa student number or password, contact InfoService.
- If you do not have a University of Ottawa student number, please complete the . An email containing your student number will be sent to you afterwards. If you haven鈥檛 heard about your student number, please contact InfoService.
Have your University of Ottawa student number ready;
Make sure you meet the course prerequisites;
Complete the registration form, save it and email it to [email protected] before the registration deadline.
Important elements:
- Insert your student number of the University of Ottawa
- Insert your College of Teachers number
- Indicate the session (spring/summer, fall, winter)
- Your personal email
- Your university email
- Your citizenship
- The part of your course (part 1, 2, or 3 (specialist))
- Indicate the subject if it is for the intermediate or superior division
- Choice of courses (e.g., PDP 1220)
Complete the statement of experience before the deadline ONLY, if you are applying for Part II or Part III (Specialist) or Honours Specialist:
- Please provide a transcript of previous studies with your registration form, only if you have not completed your prerequisite courses at the University of Ottawa or Saint Paul University;
- Please identify in SECTION A of the statement of experience, the Part and the Program for which you are applying;
- This form must be signed by the authorized supervisory officer (O. Reg. 176/10).
Verify your statement of account via uOzone.
Activate your email account and access uoZone your student portal: We are here to support you every step of the way at the University of Ottawa. Check out our resources below to see what鈥檚 available to you.
Important elements:
- Log into
- Log into
- Log into the
- Log into to your course via Brightspace (24 h - 48 h after your email was activated)
For any questions related to PDP, please forward an email to [email protected]
Basic prerequisites for all AQ and ABQ
- Be a member in good standing
- Have a recognized university degree
One-session AQ
- Basic prerequisites
One-session AQ -Honour specialist
- Basic prerequisites, and
- Hold an undergraduate degree of 120 units, of which 54 are in the subject specialty (chosen teaching subject), with a minimum 70% (B) average, or the equivalent.
- Possess at least two years of teaching experience, with at least one year in the specialization sought. - Submit a Statement of experience.
If you鈥檙e applying to the Honour Specialist AQ for general science, you must have a minimum of one full-year university course in each of biology, chemistry, and physics. If you wish to register for the Foundations course for the Honour Specialist, please choose the 'teaching subject' for the appropriate course. You will automatically be registered for the Foundations course.
Three-session AQ 鈥 Part I
- Basic prerequisites
Three-session AQ 鈥 Part II
- Basic prerequisites, and:
- Successful completion of Part I of the course, as noted on your College鈥檚 Certificate of qualification and registration
- One year of successful teaching experience in a classroom setting, confirmed by your supervisory officer or designate 鈥 Submit a Statement of experience.
Three-session AQ 鈥 Part III (specialist)
- Basic prerequisites, and:
- Successful completion of Part II of the course, as noted on your College鈥檚 Certificate of qualification and registration
- Two years of successful teaching experience in a classroom setting, one of which is in the teaching subject, confirmed by your supervisory officer or designate 鈥 Submit a Statement of experience.
ABQ 鈥 Primary division and ABQ 鈥 Junior division
- Basic prerequisites
ABQ 鈥 Intermediate division
- Basic prerequisites, and:
- Successful completion of at least 4 one-semester university courses totaling 12 credits in the teaching subject. - Provide your university transcript.
ABQ 鈥 Senior division
- Basic prerequisites, and:
- Successful completion of at least 6 one-semester university courses totaling 18 credits in the teaching subject. Provide your university transcript.
Language requirement
- For AQ courses 鈥 French as a Second Language, Part I:
- Candidates who have not receive their Teacher Education program in French must pass a language proficiency test.
The notion of professional development goes far beyond 脿 la carte programming; all programs and courses are to support your training to the next stage in your career. The Professional Development Program (PDP) offers development activities in a multitude of fields to allow you to develop new skills or update your knowledge. In a world of rapid change, it is important to offer courses that meet the needs of teachers in the future. It is necessary to integrate the areas of practice that will support, update, and improve the development of transversal skills in various fields. This vision of professional development, broader than before, will be able to help you acquire skills and expertise while rubbing shoulders with experts in the subject of your choice. This vision is supported by research and the support of the Faculty.
What is an Additional Qualification (AQ)?
Additional Qualification (AQ) courses offer many advantages, enabling you to improve your knowledge in a specific subject or field. AQs are divided into two types: subject-specific AQs, comprising three parts (Part I, Part II and Specialist), and subject-specific AQs, which consist of a single course.
For example, the Special Education course is divided into three parts. Within the Professional Development program, we offer two areas: Teaching Students with Special Communication Needs - Autism Spectrum Disorder (ASD) and Mathematics Grades 7 and 8. All these courses are accredited by the College of Teachers and demonstrate your commitment to high-quality teaching.
What is an Additional Basic Qualification (ABQ)?
If you'd like to teach in another division, the Additional Basic Qualification (ABQ) courses are designed to broaden your skills in a specific division: Primary, Junior, Intermediate and Senior.
For the Primary and Junior cycles, only one course is required: QBA Primary Cycle and QBA Junior Cycle.
As for the intermediate and senior cycles, QBA courses enable you to improve your skills in both the cycle and the associated subject. To obtain a QBA in these cycles, you need to choose a specific subject, for example: French, Mathematics, History, etc., for the intermediate and senior cycle.
Announcements
Reduced prices Spring-Summer 2025
French as a second Language (FSL) AQ: $299
Alumni Discount for all AQ and ABQ courses (except those with a current promotion): $40
Alumni Discount for all AQ and ABQ courses (except those with a current promotion): $40
Registration form
If you intend to take an Additional Qualification or an Additional basic qualification, fill the registration Form below and email it to [email protected] before the registration deadline.
Intent Form
The Intent Form will allow you to identify your courses of interest. Not all courses are listed on the website. We have the option to deliver an Additional Qualification or an Additional Basic Qualification, if a minimum of participants are registered.
Important
Courses offered by the University of Ottawa Faculty of Education meet the requirements of the Ministry of Education (regulations 298/90 and 176/10). The Faculty of Education is an approved provider by the Ontario College of Teacher.
The courses in the PDP are not credited.
The courses in the PDP are not credited.
Contact us
Lamoureux Hall (LMX)
145 Jean-Jacques-Lussier Private, room 141
Ottawa, Ontario, K1N 6N5
Canada
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