Professional Development Program (PDP)

PDP1502 Apprentissage et partage des connaissances intergénérationnelles

Take part in an innovative university course that brings together three generations (schoolchildren, students, and seniors) around life experiences, history, artificial intelligence (AI), and technology!
• Wednesday evenings from 5:00 p.m. to 7:00 p.m., March 1 to April 30, 2026 Online.
• Teamwork: approximately 20 hours total outside of class
• No prerequisites, open to all
Regular price: $695 and a special price for people over 55 years old: $290
10 scholarships of $100 offered by the LIFE Research Institute.

Contact us to learn more

Spring 2026

Enseignement et apprentissage électroniques

PDP 1505 - Part I	Critical study and application of theoretical and practical models of online teaching: educational visions of mediated distance learning; instructional design models for online courses; models for assessing virtual learning; creative thinking and production of multimodal digital resources providing differentiated support to distance learners; cultural approaches to online learning. Creation, facilitation, and management of virtual communities of practice.

PDP 1505 - Part I

Critical study and application of theoretical and practical models of online teaching: educational visions of mediated distance learning; instructional design models for online courses; models for assessing virtual learning; creative thinking and production of multimodal digital resources providing differentiated support to distance learners; cultural approaches to online learning. Creation, facilitation, and management of virtual communities of practice.

Mathématiques 7e et 8e années

PDP 1605 - Part I	Enable teachers to use a critical and pedagogical approach to explore, in a holistic and integrated manner, mathematical concepts studied in grades 7 and 8.

Enseignement aux élèves ayant des besoins particuliers en communication - trouble du spectre de l'autisme (TSA)

PDP 1685 - Part I	Understand students with special needs related to autism spectrum disorders and know how to intervene with them. Improve teachers' professional practice, broaden their knowledge and develop their skills. Explore theoretical foundations and pedagogical practices that promote student development. Plan, develop and implement differentiated programming and specialized teaching strategies that focus on the needs of these students and promote their academic success.

PDP 1685 - Part I

Understand students with special needs related to autism spectrum disorders and know how to intervene with them. Improve teachers' professional practice, broaden their knowledge and develop their skills. Explore theoretical foundations and pedagogical practices that promote student development. Plan, develop and implement differentiated programming and specialized teaching strategies that focus on the needs of these students and promote their academic success.

Introduction à l’enseignement en Ontario

	This course, offered as part of the Additional Qualification (AQ) program, is intended for teachers who were trained outside Ontario and aims to support their integration into the Ontario education system. It provides an in‑depth understanding of the legislative frameworks, educational policies, and pedagogical orientations specific to Ontario. Participants will explore the Ontario curriculum, assessment practices that support learning, classroom management, and teaching approaches that promote student well‑being. The course also emphasizes equity, diversity, and inclusion, Indigenous perspectives, as well as the Standards of Practice and Ethical Standards of the Ontario College of Teachers. Particular attention is given to professional reflection and the adaptation of teaching practices to Ontario school contexts in order to support student success and engagement.

This course, offered as part of the Additional Qualification (AQ) program, is intended for teachers who were trained outside Ontario and aims to support their integration into the Ontario education system. It provides an in‑depth understanding of the legislative frameworks, educational policies, and pedagogical orientations specific to Ontario.

Participants will explore the Ontario curriculum, assessment practices that support learning, classroom management, and teaching approaches that promote student well‑being. The course also emphasizes equity, diversity, and inclusion, Indigenous perspectives, as well as the Standards of Practice and Ethical Standards of the Ontario College of Teachers. Particular attention is given to professional reflection and the adaptation of teaching practices to Ontario school contexts in order to support student success and engagement.

Intégration de la technologie de l'information et de la communication dans l'enseignement

PDP 1603 - Part I	Study of expectations and guidelines concerning the integration of new technologies. Analysis of theoretical concepts of different communication and program evaluation systems. Development of strategies likely to influence student attitudes and promote ethical behavior.

Education Specialisée

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.

Mathématiques Primaire & Moyen

PDP 1553 - Part I

The objective of the course is to critically explore and improve professional practices, critical pedagogies, knowledge, and skills, as outlined in the Mathematics (elementary and middle school) course. This first part of the training leading to the additional qualification in Mathematics (elementary and middle school) uses a critical and pedagogical approach to explore, in a holistic and integrated manner, the theoretical foundations, learning theories, planning, program development and implementation, instructional design and practices, measurement and evaluation, the learning environment, research, and ethical considerations that must be taken into account in teaching and learning at all levels. Participants thus enhance their professional effectiveness by deepening their knowledge, improving their professional judgment, and acquiring new knowledge to refine their practice.

Jardin d'Enfants

PDP 1649 - Part I

Understanding the curriculum, policies, and guidelines of the Ontario Ministry of Education regarding early childhood education, exploration of theories related to children, understanding of a variety of conceptual frameworks related to this age group, exploration of theories on play in young children, and exploration of the development of oral language, reading, and writing stages in early childhood.

Santé Et Éducation Physique (Cycles Primaire Et Moyen)

PDP 1821 (QA) - Part I	Study the theories and practices related to teaching health and physical education. Analyze the expectations, policies, and guidelines of the Ontario curriculum. Examine student development. Study the design, implementation, and evaluation of programs.

Orientation et formation au cheminement de carrière

PDP 1636 - Part I	This first part of the course, leading to additional qualification in career counseling and training, supports the expectations set out in the Ontario Ministry of Education's curriculum and policies. It will allow candidates to explore the theoretical foundations of career counseling and training and practices based on scientific data produced by research in the field. They will acquire the skills and knowledge necessary to interact effectively as career education teachers.

PDP 1636 - Part I

This first part of the course, leading to additional qualification in career counseling and training, supports the expectations set out in the Ontario Ministry of Education's curriculum and policies. It will allow candidates to explore the theoretical foundations of career counseling and training and practices based on scientific data produced by research in the field. They will acquire the skills and knowledge necessary to interact effectively as career education teachers.

Cycle Moyen

PDP 2670	The course in Appendix A, which leads to an additional basic qualification under the Regulations respecting the qualifications required to teach, has the following objectives: to improve professional practice and expand knowledge and skills related to the delivery of middle school courses The course leading to the additional basic qualification for the middle school cycle explores the theoretical foundations, learner development, program planning and implementation, assessment, organization and learning environment, modifications and adaptations, and ethical considerations in teaching and learning at all cycles. Educators 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 continuous learning is essential to the implementation of this course.

PDP 2670

The course in Appendix A, which leads to an additional basic qualification under the Regulations respecting the qualifications required to teach, has the following objectives:

to improve professional practice and expand knowledge and skills related to the delivery of middle school courses
The course leading to the additional basic qualification for the middle school cycle explores the theoretical foundations, learner development, program planning and implementation, assessment, organization and learning environment, modifications and adaptations, and ethical considerations in teaching and learning at all cycles.
Educators 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 continuous learning is essential to the implementation of this course.

Cycle Primaire

PDP 1828	The course in Appendix A, which leads to an additional basic qualification under the Regulations respecting the qualifications required to teach, has the following objectives: to improve professional practice and expand knowledge and skills related to teaching elementary school courses The course leading to the additional basic qualification in the elementary cycle explores the theoretical foundations, learner development, program planning and implementation, assessment, organization and learning environment, modifications and adaptations, and ethical considerations in teaching and learning at all cycles. Educators 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 continuous learning is essential to the implementation of this course.

PDP 1828

The course in Appendix A, which leads to an additional basic qualification under the Regulations respecting the qualifications required to teach, has the following objectives:

to improve professional practice and expand knowledge and skills related to teaching elementary school courses
The course leading to the additional basic qualification in the elementary cycle explores the theoretical foundations, learner development, program planning and implementation, assessment, organization and learning environment, modifications and adaptations, and ethical considerations in teaching and learning at all cycles. Educators 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 continuous learning is essential to the implementation of this course.

Français, Cycle Intermédiaire

PDP 3708	Introduce students to teaching the subject at the intermediate level. Critically examine and interpret program requirements at various levels of difficulty. Analyze and apply teaching strategies, methodologies, and techniques specific to the subject. Prepare and use teaching materials specific to the subject. Conduct role-playing exercises. Assess and evaluate students. Respond to individual needs.

PDP 3708

Introduce students to teaching the subject at the intermediate level. Critically examine and interpret program requirements at various levels of difficulty. Analyze and apply teaching strategies, methodologies, and techniques specific to the subject. Prepare and use teaching materials specific to the subject. Conduct role-playing exercises. Assess and evaluate students. Respond to individual needs.

Français, Cycle Supérieur

PDP 4708	Introduce students to teaching the subject at the upper secondary level. Critically examine and interpret program requirements at various levels of difficulty. Analyze and apply teaching strategies, methodologies, and techniques specific to the subject. Prepare and use teaching materials specific to the subject. Conduct role-playing exercises. Assess and evaluate students. Respond to individual needs.

PDP 4708

Introduce students to teaching the subject at the upper secondary level. Critically examine and interpret program requirements at various levels of difficulty. Analyze and apply teaching strategies, methodologies, and techniques specific to the subject. Prepare and use teaching materials specific to the subject. Conduct role-playing exercises. Assess and evaluate students. Respond to individual needs.

Mathématiques, Cycle Intermédiaire

PDP 3710	The course aims to improve professional practice and broaden knowledge and skills related to teaching mathematics at the intermediate level. It explores the theoretical foundations, learner development, program planning and implementation, assessment, the learning environment, and ethical considerations that must be taken into account in teaching and learning at all divisions.

Mathématiques, Cycle Supérieur

PDP 4710	The course aims to improve professional practice and broaden knowledge and skills related to teaching mathematics at the upper secondary level. It explores the theoretical foundations, learner development, program planning and implementation, assessment, the learning environment, and ethical considerations that must be taken into account in teaching and learning at all divisions.

Français langue seconde

PDP 1660- Part I	Study the theoretical foundations and programs of basic, intensive, or immersion French as a second language. Analyze teaching strategies and assessment methods according to student development. Raise teachers' awareness of the importance of an inclusive, equitable, and safe learning environment.
PDP 2660 - Part II	Explore theories and practices of teaching French as a second language at the basic, intensive, or immersion levels. Develop teaching activities based on the Ontario curriculum. Study innovative programs. Adapt expectations to students' needs. Study learning assessment strategies. Analyze resources. Study electronic sources and software relevant to the field.
PDP 3660 - Specialist	Study leadership theories and practices in second language learning. Develop, implement, and evaluate the Ontario curriculum. Develop communication skills. Promote best practices. Integrate information technology and relevant software into the field. Develop training workshops.

Special Education

PDP 1220 - Part I

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 1st part intended to enhance professional practice and extend knowledge and skills in the delivery of Special Education Course.

Health and Physical Education (I-S)

PDP 1227 - 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 - 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)

PDP 1421 - 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 - 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.

Summer 2026

Enseignement et apprentissage électroniques

PDP 1505 - Part I	Critical study and application of theoretical and practical models of online teaching: educational visions of mediated distance learning; instructional design models for online courses; models for assessing virtual learning; creative thinking and production of multimodal digital resources providing differentiated support to distance learners; cultural approaches to online learning. Creation, facilitation, and management of virtual communities of practice.

PDP 1505 - Part I

Critical study and application of theoretical and practical models of online teaching: educational visions of mediated distance learning; instructional design models for online courses; models for assessing virtual learning; creative thinking and production of multimodal digital resources providing differentiated support to distance learners; cultural approaches to online learning. Creation, facilitation, and management of virtual communities of practice.

Mathématiques 7e et 8e années

PDP 1605 - Part I	Enable teachers to use a critical and pedagogical approach to explore, in a holistic and integrated manner, mathematical concepts studied in grades 7 and 8.

Enseignement aux élèves ayant des besoins particuliers en communication - trouble du spectre de l'autisme (TSA)

PDP 1685 - Part I	Understand students with special needs related to autism spectrum disorders and know how to intervene with them. Improve teachers' professional practice, broaden their knowledge and develop their skills. Explore theoretical foundations and pedagogical practices that promote student development. Plan, develop and implement differentiated programming and specialized teaching strategies that focus on the needs of these students and promote their academic success.

PDP 1685 - Part I

Understand students with special needs related to autism spectrum disorders and know how to intervene with them. Improve teachers' professional practice, broaden their knowledge and develop their skills. Explore theoretical foundations and pedagogical practices that promote student development. Plan, develop and implement differentiated programming and specialized teaching strategies that focus on the needs of these students and promote their academic success.

Introduction à l’enseignement en Ontario

	This course, offered as part of the Additional Qualification (AQ) program, is intended for teachers who were trained outside Ontario and aims to support their integration into the Ontario education system. It provides an in‑depth understanding of the legislative frameworks, educational policies, and pedagogical orientations specific to Ontario. Participants will explore the Ontario curriculum, assessment practices that support learning, classroom management, and teaching approaches that promote student well‑being. The course also emphasizes equity, diversity, and inclusion, Indigenous perspectives, as well as the Standards of Practice and Ethical Standards of the Ontario College of Teachers. Particular attention is given to professional reflection and the adaptation of teaching practices to Ontario school contexts in order to support student success and engagement.

This course, offered as part of the Additional Qualification (AQ) program, is intended for teachers who were trained outside Ontario and aims to support their integration into the Ontario education system. It provides an in‑depth understanding of the legislative frameworks, educational policies, and pedagogical orientations specific to Ontario.

Participants will explore the Ontario curriculum, assessment practices that support learning, classroom management, and teaching approaches that promote student well‑being. The course also emphasizes equity, diversity, and inclusion, Indigenous perspectives, as well as the Standards of Practice and Ethical Standards of the Ontario College of Teachers. Particular attention is given to professional reflection and the adaptation of teaching practices to Ontario school contexts in order to support student success and engagement.

Intégration de la technologie de l'information et de la communication dans l'enseignement

PDP 1603 - Part I	Study of expectations and guidelines concerning the integration of new technologies. Analysis of theoretical concepts of different communication and program evaluation systems. Development of strategies likely to influence student attitudes and promote ethical behavior.

Education Specialisée

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) - Part III	Study the role of leader and resource person. Conduct an in-depth analysis of laws, regulations, and policies. Oversee the development, adaptation, and modification of individual plans, expectations, and teaching programs. Develop communication and collaboration skills. Develop training workshops.

Mathématiques Primaire & Moyen

PDP 1553 - Part I	The objective of the course is to critically explore and improve professional practices, critical pedagogies, knowledge, and skills, as outlined in the Mathematics (elementary and middle school) course. This first part of the training leading to the additional qualification in Mathematics (elementary and middle school) uses a critical and pedagogical approach to explore, in a holistic and integrated manner, the theoretical foundations, learning theories, planning, program development and implementation, instructional design and practices, measurement and evaluation, the learning environment, research, and ethical considerations that must be taken into account in teaching and learning at all levels. Participants thus enhance their professional effectiveness by deepening their knowledge, improving their professional judgment, and acquiring new knowledge to refine their practice.
PDP 2553 - Part II	The objective of the course is to critically explore and improve professional practices, critical pedagogies, knowledge, and skills in the context of mathematics instruction at the elementary and middle school levels. This second part of the training leading to the additional qualification in Mathematics (primary and middle school) uses a critical and pedagogical approach to explore, in a holistic and integrated manner, the theoretical foundations, learning theories, planning, program development and implementation, instructional design and practices, measurement and evaluation, the learning environment, research, and ethical considerations that must be taken into account in teaching and learning at all levels. Participants thus enhance their professional effectiveness by deepening their knowledge, improving their professional judgment, and acquiring new knowledge to refine their practice.
PDP 3553 - Part III	The course aims to critically and collaboratively improve professional effectiveness and emancipatory leadership practices, as well as to advance knowledge by promoting cultures of critical thinking and questioning in primary and middle school mathematics courses. Part 3—Specialist—uses a critical and pedagogical approach to explore, in a holistic and integrated manner, the theoretical foundations, learning theories, planning, program development and implementation, instructional design and practices, measurement and evaluation, the learning environment, research, and ethical considerations that must be taken into account in teaching and learning at all levels. Participants thus strengthen their professional effectiveness by deepening their understanding.

Jardin d'Enfants

PDP 1649 - Part I	Understanding the curriculum, policies, and guidelines of the Ontario Ministry of Education regarding early childhood education, exploration of theories related to children, understanding of a variety of conceptual frameworks related to this age group, exploration of theories on play in young children, and exploration of the development of oral language, reading, and writing stages in early childhood.
PDP 2649 - Part II	Understanding and implementing the 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 theories on early childhood play, and implementation of oral language, reading, and writing development stages in early childhood.
PDP 3649 - Part III	Connaissance approfondie de la mise en œuvre du curriculum, des politiques et des lignes directrices du Ministère de l’éducation de l’Ontario quant à l’éducation de la petite enfance, utilisation de modèles théoriques pour construire, mettre ne œuvre et évaluer des programmes et/ou des pratiques, démonstration de leadership dans l’application des théories reliées à l’éducation de la petite enfance, leadership appliqué à la sélection et à l’utilisation d’une variété de cadres conceptuels reliés à ce groupe d’âge, appui aux collègues quant à la compréhension et à l’application de théories sur le jeu de l’enfant de bas âge et appui aux collègues quant à l’exploration du développement des stages du langage oral, de la lecture et de l’écriture chez la petite enfance.

Santé Et Éducation Physique (Cycles Primaire Et Moyen)

PDP 1821 (QA) - Part I	Study the theories and practices related to teaching health and physical education. Analyze the expectations, policies, and guidelines of the Ontario curriculum. Examine student development. Study the design, implementation, and evaluation of programs.
PDP 2821 - Part II	Explore theories and practices in health and physical education teaching. Analyze safety principles. Develop, evaluate, and modify programs based on students' specific needs. Analyze research.
PDP 3821 - Part III	Étudier les compétences de leadership en santé et éducation physique au cycle primaire et moyen. Voir à la mise en œuvre du curriculum, des politiques et des directives du programme d'études de l'Ontario. Élaborer, mettre en œuvre et évaluer les programmes. Étudier l'environnement d'apprentissage sécuritaire, inclusif et équitable. Élaborer des ateliers de formation.

Orientation et formation au cheminement de carrière

PDP 1636 - Part I	This first part of the course, leading to additional qualification in career counseling and training, supports the expectations set out in the Ontario Ministry of Education's curriculum and policies. It will allow candidates to explore the theoretical foundations of career counseling and training and practices based on scientific data produced by research in the field. They will acquire the skills and knowledge necessary to interact effectively as career education teachers.
PDP 2636 - Part II	This second part of the course, leading to additional qualification in career counseling and training, supports the expectations set out in the Ontario Ministry of Education's curriculum framework and policies. It will enable candidates to deepen and apply their theoretical knowledge of career guidance and training and practices based on scientific evidence produced by research in the field. They will continue to acquire, integrate, and apply the skills and knowledge necessary to interact effectively as career education teachers and guidance counselors.

PDP 1636 - Part I

This first part of the course, leading to additional qualification in career counseling and training, supports the expectations set out in the Ontario Ministry of Education's curriculum and policies. It will allow candidates to explore the theoretical foundations of career counseling and training and practices based on scientific data produced by research in the field. They will acquire the skills and knowledge necessary to interact effectively as career education teachers.

PDP 2636 - Part II

This second part of the course, leading to additional qualification in career counseling and training, supports the expectations set out in the Ontario Ministry of Education's curriculum framework and policies. It will enable candidates to deepen and apply their theoretical knowledge of career guidance and training and practices based on scientific evidence produced by research in the field. They will continue to acquire, integrate, and apply the skills and knowledge necessary to interact effectively as career education teachers and guidance counselors.

Cycle Moyen

PDP 2670	The course in Appendix A, which leads to an additional basic qualification under the Regulations respecting the qualifications required to teach, has the following objectives: to improve professional practice and expand knowledge and skills related to the delivery of middle school courses The course leading to the additional basic qualification for the middle school cycle explores the theoretical foundations, learner development, program planning and implementation, assessment, organization and learning environment, modifications and adaptations, and ethical considerations in teaching and learning at all cycles. Educators 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 continuous learning is essential to the implementation of this course.

PDP 2670

The course in Appendix A, which leads to an additional basic qualification under the Regulations respecting the qualifications required to teach, has the following objectives:

to improve professional practice and expand knowledge and skills related to the delivery of middle school courses
The course leading to the additional basic qualification for the middle school cycle explores the theoretical foundations, learner development, program planning and implementation, assessment, organization and learning environment, modifications and adaptations, and ethical considerations in teaching and learning at all cycles.
Educators 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 continuous learning is essential to the implementation of this course.

Cycle Primaire

PDP 1828	The course in Appendix A, which leads to an additional basic qualification under the Regulations respecting the qualifications required to teach, has the following objectives: to improve professional practice and expand knowledge and skills related to teaching elementary school courses The course leading to the additional basic qualification in the elementary cycle explores the theoretical foundations, learner development, program planning and implementation, assessment, organization and learning environment, modifications and adaptations, and ethical considerations in teaching and learning at all cycles. Educators 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 continuous learning is essential to the implementation of this course.

PDP 1828

The course in Appendix A, which leads to an additional basic qualification under the Regulations respecting the qualifications required to teach, has the following objectives:

to improve professional practice and expand knowledge and skills related to teaching elementary school courses
The course leading to the additional basic qualification in the elementary cycle explores the theoretical foundations, learner development, program planning and implementation, assessment, organization and learning environment, modifications and adaptations, and ethical considerations in teaching and learning at all cycles. Educators 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 continuous learning is essential to the implementation of this course.

Français langue seconde

PDP 1660- Part I	Study the theoretical foundations and programs of basic, intensive, or immersion French as a second language. Analyze teaching strategies and assessment methods according to student development. Raise teachers' awareness of the importance of an inclusive, equitable, and safe learning environment.
PDP 2660 - Part II	Explore theories and practices of teaching French as a second language at the basic, intensive, or immersion levels. Develop teaching activities based on the Ontario curriculum. Study innovative programs. Adapt expectations to students' needs. Study learning assessment strategies. Analyze resources. Study electronic sources and software relevant to the field.
PDP 3660 - Specialist	Study leadership theories and practices in second language learning. Develop, implement, and evaluate the Ontario curriculum. Develop communication skills. Promote best practices. Integrate information technology and relevant software into the field. Develop training workshops.

Special Education

PDP 1220 - Part I	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 1st part intended to enhance professional practice and extend knowledge and skills in the delivery of Special Education Course.
PDP 2220 - 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 - 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)

PDP 1232 - Part I	Overview of theory and practice in mathematics education in the primary and junior divisions; analysing current Ontario curriculum, policies and guidelines; 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 2322 - 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 - 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.

Primary Division

PDP 1410	Study of theory and practice related to teaching and learning in the primary division; examine the design, implementation and assessment of programs; analyze current Ontario curriculum, policies and guidelines.

Junior Division

PDP 2270	Study of theory and practice related to teaching and learning in the junior division; examination of the design, implementation and assessment of programs; analyze current Ontario curriculum, policies and guidelines.

Important Notice for Teachers Wishing to Register for PDP1660 – AQ in Teaching French as a Second Language (FSL)

The PDP1660 course (Additional Qualification in Teaching French as a Second Language – FSL) is specifically designed to prepare teachers for teaching French as a Second Language in Ontario’s English-language school boards.

This AQ is intended for teachers who wish to teach French as a Second Language (FSL) in programs such as Core French, French Immersion (early, middle, extended, late) offered in English-language schools.
The curriculum documents are in English because they are intended for teaching French as a Second Language in English-language school boards.
1. Candidates who have not receive their Teacher Education program in French must pass a language proficiency test.

This AQ is not designed for:

Teaching in ALF (Actualisation linguistique en français) or PANA (Programme d’appui aux nouveaux arrivants) programs in French-language school boards.
Preparing to teach French as a first language (L1) in a minority Francophone context.
Finding strategies to teach French to non-Francophone students enrolled in a French-language school.

To register, you must wish to teach French as a Second Language in an English-language school and be prepared to work with the Ontario Ministry of Education’s FSL curriculum documents recognized by English-language school boards.

We therefore invite you to carefully ensure that this AQ aligns with your professional goals before registering.

If you have any questions, please feel free to contact us.

Announcements

Reduced prices until Spring 2026

French as a second Language (FSL) AQ: $299
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.

Apply now

Intermediate and senior level ABQ

To apply to an intermediate or senior level ABQ, you must fill out the evaluation form and email your transcripts and registration form to [email protected].

Fill the Evaluation form

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.

Intent Form

Teacher helping young students with technology

PDP1899 Seminar and Workshop in Education: A.I., Coding and Robotics for Elementary

Take part in a dynamic and hands‑on training that introduces you to artificial intelligence (AI), robotics, and programming through accessible tools and classroom‑ready activities.

Learn more about the program

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.

Learn more about AQ and ABQ

Professional development Program (PDP)

PDP1502 Apprentissage et partage des connaissances intergénérationnelles

Spring 2026

Courses offered in French arrow_drop_down

Enseignement et apprentissage électroniques

Mathématiques 7e et 8e années

Enseignement aux élèves ayant des besoins particuliers en communication - trouble du spectre de l'autisme (TSA)

Introduction à l’enseignement en Ontario

Intégration de la technologie de l'information et de la communication dans l'enseignement

Education Specialisée

Mathématiques Primaire & Moyen

Jardin d'Enfants

Santé Et Éducation Physique (Cycles Primaire Et Moyen)

Orientation et formation au cheminement de carrière

Cycle Moyen

Cycle Primaire

Français, Cycle Intermédiaire

Français, Cycle Supérieur

Mathématiques, Cycle Intermédiaire

Mathématiques, Cycle Supérieur

Courses offered in English arrow_drop_down

Français langue seconde

Special Education

Health and Physical Education (I-S)

Health and Physical Education (P-J)

Summer 2026

Courses offered in French arrow_drop_down

Enseignement et apprentissage électroniques

Mathématiques 7e et 8e années

Enseignement aux élèves ayant des besoins particuliers en communication - trouble du spectre de l'autisme (TSA)

Introduction à l’enseignement en Ontario

Intégration de la technologie de l'information et de la communication dans l'enseignement

Education Specialisée

Mathématiques Primaire & Moyen

Jardin d'Enfants

Santé Et Éducation Physique (Cycles Primaire Et Moyen)

Orientation et formation au cheminement de carrière

Cycle Moyen

Cycle Primaire

Courses offered in English arrow_drop_down

Français langue seconde

Special Education

Mathematics (P-J)

Primary Division

Junior Division

Important Notice for Teachers Wishing to Register for PDP1660 – AQ in Teaching French as a Second Language (FSL)

Important dates arrow_drop_down

Spring 2026

Summer 2026

Tuition fees

Tuition for one course arrow_drop_down

Language test arrow_drop_down

Withdrawal and Refunds arrow_drop_down

Registration

Step 1 - Please complete the registration form arrow_drop_down

Step 2 - Complete statement of experience, if applicable arrow_drop_down

Step 3 - Payment arrow_drop_down

Step 4 - IT for students arrow_drop_down

Step 5 - For any questions arrow_drop_down

What is an Additional Qualification (AQ)?

What is an Additional Basic Qualification (ABQ)?

Announcements

Reduced prices until Spring 2026

Registration form

Intermediate and senior level ABQ

Intent Form

PDP1899 Seminar and Workshop in Education: A.I., Coding and Robotics for Elementary

Important

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