Program Requirements
The M.A. in Teaching and Learning Program is a 60-credit, post-graduate degree leading to teacher certification. It is comprised of 45 credits of coursework, coupled with 15 credits (minimum of 735 hours) of internship. This professional program leads to teacher certification to those already holding an undergraduate degree in a teachable subject area identified by the Quebec Ministry of Education. The program, which targets those with formal and/or non-formal teaching experience, begins with mandatory courses in the Summer term. The specific course sequence and progression leads students to complete the program in five consecutive terms on a full-time basis. The program must be completed within three years. Alternatively, the program can be followed on a part-time basis, in which case all program requirements must be completed within five years. Throughout the MATL, emphasis will be on the demonstration of mastery of the Qu茅bec Ministry of Education professional competencies. Upon completion, students are recommended to the Quebec Ministry of Education for certification.
Note: The Quebec Ministry of Education requires that all students pass the English Exam for Teacher Certification (EETC) prior to taking EDIN 610 Internship 1.
Required Courses (51 credits)
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EDEC 550 Indigenizing Pedagogy and Curriculum (3 credits)
Overview
Curriculum and Instruction : Diverse social, cultural, linguistic, political, and pedagogical histories of Indigenous communities. Indigenous ways of knowing and worldviews.
Terms: This course is not scheduled for the 2024-2025 academic year.
Instructors: There are no professors associated with this course for the 2024-2025 academic year.
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EDEC 612 Digital Media and Learning (3 credits)
Overview
Curriculum and Instruction : This course addresses emerging theories, pedagogies, and practices related to youth learning through digital media and online participatory cultures. Through direct engagement with multiple forms of digital media and youth, students will consider implications for teaching and learning within and beyond schools.
Terms: Fall 2024, Winter 2025
Instructors: Rosenberg, Aron (Fall) Lipset, Michael (Winter)
Fall
**Due to the intensive nature of this course, the standard add/drop and withdrawal deadlines do not apply. Add/drop is the second lecture day and withdrawal is the fifth lecture day.
Please note: students taking this course as part of a Teacher Education Program leading to certification will also integrate e-portfolios.
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EDEC 620 Meanings of Literacy (3 credits)
Overview
Curriculum and Instruction : Investigation of basic issues related to definitions of literacy. Issues include new directions in literacy and education, the need for non-print literacies in contemporary life, and the challenges these changes present for educators.
Terms: Fall 2024
Instructors: Rosenberg, Aron (Fall)
Winter
Restriction: Not open to students who have taken EDEM 620.
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EDIN 610 Internship 1 (7 credits)
Overview
EDIN : Mentored student teaching in a school requiring a gradual increase in teaching and related duties.
Terms: Fall 2024, Winter 2025
Instructors: Zein, Yasmine (Fall) Zein, Yasmine (Winter)
Corequisite(s): EDPS 610
Restriction(s): Not open to students who have taken EDIN 601.
Students are expected to apprise themselves of internship dates, workload percentages, and responsibilities at . Normally students must pass both EDIN 610 and EDPS 610, failure in a course may necessitate repeating both courses.
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EDIN 620 Internship 2 (8 credits)
Overview
EDIN : Mentored student teaching in a school requiring full responsibilities for lesson planning, student learning, classroom management, and evaluation.
Terms: Fall 2024, Winter 2025
Instructors: Zein, Yasmine (Fall) Zein, Yasmine (Winter)
Corequisite(s): EDTL 612 or EDTL 626 or EDTL 628 or EDTL 630 or EDTL 634 or EDTL 636
Restriction(s): Not open to students who have taken EDIN 602.
Students are expected to apprise themselves of internship dates, workload percentages and responsibilities at . Normally students must pass both EDIN 620 and EDPS 620, failure in a course may necessitate repeating both courses.
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EDPS 600 Introductory Professional Seminar (3 credits)
Overview
EDPS : Introductory seminar designed to foster critical thinking about the complex educational endeavour of becoming a teacher. Considers what shapes the development of teachers鈥� roles, identities and professionalism. Case-based approaches to topics such as community, families, relationships, conflict management, and trauma informed practices. E鈥損ortfolio documentation of developing individual teacher identity and professional competencies.
Terms: This course is not scheduled for the 2024-2025 academic year.
Instructors: There are no professors associated with this course for the 2024-2025 academic year.
Due to the intensive nature of this course, the standard add/drop and withdrawal deadlines do not apply. See Minerva for dates.
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EDPS 610 Professional Seminar 1 (2 credits)
Overview
EDPS : Reflexive thinking on equity, diversity and inclusion, classroom situations with a view to improving practice, and of teacher collaboration and community-building through a case study approach. Ongoing support for and debrief of concurrent internship. E鈥損ortfolio documentation of professional competencies and selection of artifacts.
Terms: Winter 2025
Instructors: Rosenberg, Aron (Winter)
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EDPS 620 Professional Seminar 2 (1 credit)
Overview
EDPS : Professional and ethical practices as novice teachers. Case study approach of topics include: identity, contributions to education, connections to competencies, professional organizations and professional development. Ongoing support for and debrief of concurrent internship. E-portfolios are completed and prepared for future professional development in the field.
Terms: Fall 2024
Instructors: Rosenberg, Aron; McPherson, Heather (Fall)
Corequisite(s): EDIN 620
Restriction(s): Not open to students who have taken EDIN 602.
Students must pass both 'mentored student teaching' and 'professional seminar' components to pass the course. Normally students must pass both EDIN 620 and EDPS 620, failure in a course may necessitate repeating both courses.
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EDTL 508 Critical Educational Praxis (3 credits)
Overview
EDTL : Implications of intercultural/multicultural, global, environmental and social justice advances as these affect critical thinking and inform practice in the classroom. Addressed through the development of professional competencies.
Terms: Winter 2025
Instructors: Jordan, Steve (Winter)
**Due to the intensive nature of this course, the standard add/drop and withdrawal deadlines do not apply. Add/drop is the second lecture day and withdrawal is the fourth lecture day.
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EDTL 515 English Exam for Teacher Certification
Overview
EDTL : Two hour exam designed to assess teacher candidates' competency in the language of instruction - MELS requirement for teacher certification in the Quebec school system. Students are permitted 4 attempts to pass this exam; it must be passed before commencing the First Internship (EDIN 601). Any student unsuccessful after 4 attempts must withdraw from the program.
Terms: Fall 2024
Instructors: Brook, Jill (Fall)
Restriction: Open to Graduate students in the M.A. In Teaching and Learning, seeking teacher certification by MELS.
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EDTL 601 Student Engagement and Learning Environments (3 credits)
Overview
EDTL : Exploration of a range of classroom expectations and routines including creating and maintaining a positive approach, building connections between home and school, building positive relationships, developing positive responses to challenging behaviour and other aspects of creating an engaged classroom. Focus is on developing a leadership style and teaching philosophy crucial to establishing and maintaining a positive, authentic learning environment where student engagement is central to learning. Quebec Ministry of Education professional competencies are addressed and assessed throughout.
Terms: Fall 2024
Instructors: Bourassa, Nicole; Kindrat, Alexandra (Fall)
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EDTL 604 Techniques for Planning and Assessment (3 credits)
Overview
EDTL : Classroom planning and assessment in the Quebec context including backward design, writing learning objectives, assessment for, of, and as learning, differentiated planning practices, and the creation of assessment tools. Classroom opportunities to foster and assess creativity and problem-based learning while balancing the constraints posed by standardized testing and other evaluation and reporting responsibilities. Quebec Ministry of Education professional competencies are addressed and assessed throughout.
Terms: This course is not scheduled for the 2024-2025 academic year.
Instructors: There are no professors associated with this course for the 2024-2025 academic year.
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EDTL 607 Language and Policy in Quebec Education (3 credits)
Overview
EDTL : Structure and organization of education in Quebec considered from historical, political, language, social, administrative and legal perspectives. Enables students to contribute to the educational system in their roles as leaders of educational thought and change. All addressed through the development of professional competencies.
Terms: This course is not scheduled for the 2024-2025 academic year.
Instructors: There are no professors associated with this course for the 2024-2025 academic year.
Fall
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EDTL 609 Neurodiversity and Learning (3 credits)
Overview
EDTL : Current research and practice in educating students who have a variety of individual needs and strengths. The complex interplay between individual and contextual factors that impact learning in the modern classroom. Examination of abilities/disabilities, school and classroom dynamics, and teachers' roles in promoting an inclusive environment. Focus on applicable, practical skills such as curriculum design and modification, formal/informal assessment procedures, universal design for instruction, home-school collaborations, and differentiated instruction. Quebec Ministry of Education professional competencies are addressed and assessed throughout.
Terms: This course is not scheduled for the 2024-2025 academic year.
Instructors: There are no professors associated with this course for the 2024-2025 academic year.
Due to the intensive nature of this course, the standard add/drop and withdrawal deadlines do not apply. Add/drop is the third lecture day and withdrawal is the sixth lecture day.
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EDTL 629 Applied Methods in Teaching Secondary Eng. Language Arts (3 credits)
Overview
EDTL : The teaching of English language arts as framed by contemporary youth social worlds, and current research in critical literary/literacy theory. Addressed through the development of professional competencies. Parts of this course may be undertaken in school settings.
Terms: Fall 2024
Instructors: Rosenberg, Aron (Fall)
Corequisite: EDIN 601
- EDTL 630 Advanced Applied Methods in Teaching Sec English Lang Arts (3 credits)
Complementary Courses (9 credits)
9 credits selected from one of the following two streams:
Independent Research Stream
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EDER 633 Project 1 (6 credits)
Overview
Religious Studies : Theoretical or practical project to explore and analyze an area of interest relevant to education and society.
Terms: Fall 2024
Instructors: Chestnutt, Hannah (Fall)
Fall, Winter
Taken in final semester.
3 credits selected from:
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EDEM 690 Research Methods: Theory and Practice (3 credits)
Overview
Admin & Policy Studies in Ed : Overview of the epistemological foundations of a range of research methods, including but not limited to quantitative, philosophical, qualitative, arts-based, and mixed methods. Students will learn techniques to conduct research and to develop a research proposal.
Terms: Fall 2024
Instructors: McPherson, Heather (Fall)
Fall, Winter
**Due to the intensive nature of this course, the standard add/drop and withdrawal deadlines do not apply. Add/drop is the second lecture day and withdrawal is the fifth lecture day.
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EDTL 640 Teacher Inquiry and Action Research (3 credits)
Overview
EDTL : Furthers students' understanding of teacher inquiry and action research. Students will make connections between their theoretical understandings of research and their own emergence as practitioner researchers in educational settings. Topics include: writing a focused literature review; collaborative and spectator forms of research; ways to identify problems to investigate; data collection and analysis; reflexive praxis; and ways to draw conclusions from research. The major assignment for the course will be the completion of the final written MATL capstone project or equivalent.
Terms: This course is not scheduled for the 2024-2025 academic year.
Instructors: There are no professors associated with this course for the 2024-2025 academic year.
Course-Based Stream
3 credits selected from:
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EDER 615 Introduction to Philosophy of Education (3 credits)
Overview
Religious Studies : Explores questions, aims, debates and modes of inquiry that characterize philosophical approaches to studying educational questions. Introduces philosophy of education as a distinctive field of educational research and may focus on figures or themes of contemporary interest.
Terms: Winter 2025
Instructors: There are no professors associated with this course for the 2024-2025 academic year.
Winter
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EDTL 506 Philosophy of Education (3 credits)
Overview
EDTL : An exploration of philosophical underpinnings of educational theories as they inform professional practice. Reflections on aims of education, knowledge and values, nature of schooling and curriculum, roles and responsibilities of professional educators. All addressed through the development of professional competencies.
Terms: This course is not scheduled for the 2024-2025 academic year.
Instructors: There are no professors associated with this course for the 2024-2025 academic year.
Winter
**Due to the intensive nature of this course, the standard add/drop and withdrawal deadlines do not apply. Add/drop is the second lecture day and withdrawal is the fifth lecture day.
6 credits to be chosen from among 500-level or 600-level department course offerings to be determined by the student鈥檚 area of study. Courses in other departments may be taken upon approval by the department graduate coordinator or director.
