Programs & Courses

This course will survey the main contents of Biblical History from Genesis 1 to the Captivity of Judah. This period also includes the Wisdom Literature and the most of the Old Testament Prophets. The course will identify thematic lines that run through this part of Biblical history. An outline of each narrative Bible books will be presented, as well as the main themes in each of these books. The aim of the course is to help teacher candidates in their preparation for teaching Biblical history by looking at the main themes and lines in the history of redemption. This will expose them to a thematic lesson planning approach. Teacher candidates are required to make presentations on topics connected to the customs and ceremonies of the Old Testament as well as to the world of the Old Testament.

This course will survey the main contents of Biblical history from the captivity of Judah to the end of Acts. This includes the time between the Old and New Testament and the New Testament Letters. The course will identify thematic lines that run through this part of Biblical history. An outline of each narrative Bible books will be presented, as well as the main themes in each of these books. The aim of the course is to help teacher candidates in their preparation for teaching Biblical history by looking at the main themes and lines in the history of redemption. This will expose them to a thematic lesson planning approach. Teacher candidates are required to make presentations on topics connected to the time between the Testaments and the Gospels.

Not currently offered

This course is a survey of the main contents of Biblical history from Genesis 1 to the Captivity of Judah. This period also includes the Wisdom literature of the Old Testament and the most of the Old Testament Prophets. The course will identify thematic lines that run through this part of Biblical history. An outline of each narrative Bible books will be presented, as well as the main themes in each of these books. The aim of the course is to help teacher candidates in their preparation for teaching Biblical history by looking at the main themes and lines in the history of redemption. This will expose them to a thematic lesson planning approach. Teacher candidates are required to make presentations on topics connected to the customs and ceremonies of the Old Testament as well as to the world of the Old Testament. Choices for these presentations will reflect the teacher candidate's P/J or J/I area of concentration.

This course is a survey of the main contents of Biblical history from the Captivity of Judah to the end of Acts. This includes the time between the Old and New Testament and the New Testament Letters. The course will identify thematic lines that run through this part of Biblical history. An outline of each narrative Bible book will be presented, as well as the main themes in each of these books. The aim of the course is to help teacher candidates in their preparation for teaching Biblical history by looking at the main themes and lines in the history of redemption. This will expose them to a thematic lesson planning approach. Teacher candidates are required to make presentations on topics connected to the time between the Testaments and the Gospels. Choices for these presentations will reflect the teacher candidate’s P/J or J/I area of concentration.

This course traces the history of the church of Jesus Christ from Pentecost (c. 30) through the fall of the Roman Empire to the concluding centuries of the Middle Ages and the Renaissance (c. 1400). Topics focus on the struggle of the church against heresy, persecution, domination by the state, and papal hierarchy. The history of the church will be studied within the larger context of the history of the western world including the rise of Islam, the Byzantine empire and many individuals, movements and events which have shaped both the church and the modern world. Teacher Candidates will also consider church history as a subject taught in Reformed Christian schools by studying a conceptual framework for teaching church history that highlights the main themes and strands which can be seen in the study of how the Son of God gathers, defends, preserves His church by His Word and Spirit. Although the course takes a high level thematic approach to this historical period, teacher candidates will have opportunities to study a specific movement, organization, event, or individual in greater detail.

This course traces the history of the church of Jesus Christ from the Renaissance (c. 1400) through the ages of the Reformation and Enlightenment to the 18th-century revival and missionary movements (c. 1800). Reformation is followed by division as the church of Jesus Christ struggles to live by the word of God in an increasingly humanistic world climate leading up to the French Revolution. A divided Christian church begins to bring the gospel to the ends of the earth during the 17th and 18th centuries. Although the course takes a high level thematic approach to this historical period, teacher candidates will have opportunities to study a specific movement, organization, event, or individual in greater detail.

This course traces the history of Reformed churches in the Netherlands after ca.1800 and their North American “daughter” churches, with particular attention for the roots and ecclesiastical contacts of the Canadian Reformed Churches. It explores the origins of various other churches on the Atlantic seaboard in the 17th and 18th centuries, their establishment in Canada after the American Revolution, and their current presence and characteristics as “neighbourhood churches”. The course incorporates the pedagogy of teaching Church History.

The norms of Scripture and the principles derived from the Ten Commandments will be applied to ethical issues in society and education. Special attention will be given to The Ethical Standards for the Teaching Profession and their implications for professional practice in Reformed Christian schools. One module focuses on Christian intellectual character development for teacher candidates and the application in a classroom setting.

This course traces the history of the church of Jesus Christ from Pentecost (c. 30) through the fall of the Roman Empire to the concluding centuries of the Middle Ages and the Renaissance (c. 1400). Topics focus on the struggle of the church against heresy, persecution, domination by the state, and papal hierarchy. The history of the church will be studied within the larger context of the history of the western world including the rise of Islam, the Byzantine empire and many individuals, movements and events which have shaped both the church and the modern world. Teacher candidates will also consider church history as a subject taught in Reformed Christian schools by studying a conceptual framework
for teaching church history that highlights the main themes and strands which can be seen in the study of how the Son of God gathers, defends, preserves His church by His Word and Spirit. Although the course takes a high level thematic approach to this historical period, teacher candidates will have opportunities to study a specific movement, organization, event, or individual in greater detail.

This course traces the history of the church of Jesus Christ from the Renaissance (c. 1400) through the ages of the Reformation and Enlightenment to the 18th-century revival and missionary movements (c. 1800). Reformation is followed by division as the church of Jesus Christ struggles to live by the word of God in an increasingly humanistic world climate leading up to the French Revolution. A divided Christian church begins to bring the gospel to the ends of the earth during the 17th and 18th centuries. Although the course takes a high level thematic approach to this historical period, teacher candidates will have opportunities to study a specific movement, organization, event, or individual in greater detail.

This course traces the history of Reformed churches in the Netherlands after ca.1800 and their North American “daughter” churches, with particular attention for the roots and ecclesiastical contacts of the Canadian Reformed Churches. It explores the origins of various other churches on the Atlantic seaboard in the 17th and 18th centuries, their establishment in Canada after the American Revolution, and their current presence and characteristics as “neighbourhood churches”. The course incorporates the pedagogy of teaching Church History.

This course traces the history of the Church of Jesus Christ with a European emphasis. The first part (Early Christian Church to the Middle Ages), focuses on the struggle of the Church against heresy, persecution, domination by the state, and papal hierarchy. The second part focuses on developments from the Renaissance (c. 1400) through the ages of Reformation and Enlightenment, to the 18th century revival and missionary movements (c. 1800).

Although the course takes a high level thematic approach to this historical period, teacher candidates will have opportunities to study a specific movement, organization, event, or individual in greater detail.

This course examines the structure of a Reformed Christian school in which biblical instruction across the entire curriculum is normative. The ethical standards of care, respect, trust, and integrity that shape professional practice are also examined in light of a Biblical perspective. Relationships between home, school, and church are explored, with a special emphasis on the home-school (parent-teacher) relationship in the teaching and learning setting of the classroom.

An introduction to the elements and development of curriculum at various levels (from philosophical to practical units of study), and associated issues and tensions Teacher candidates examine a variety of curriculum orientations and how they are reflected in
the Ontario curriculum and curricula in other Canadian provinces, in educational journals, and in secular and Christian textbooks/units of study. Applying the theory, teacher candidates prepare a critique of a pre-made and marketed lesson, as well as a curriculum or textbook proposal for use in a Reformed Christian school.

Given the significance of research in today’s educational settings, this course introduces teacher candidates to various research designs, methods, and approaches, and to the tenets of doing educational research responsibly. Teacher candidates learn how to design, research, and report on an inquiry topic related to education in the elementary and/or secondary school setting. With the guidance of a faculty advisor, they will experiencehow to access, interpret, evaluate and use enducational research literature. Using a collegial and collaborative approach, they will collect and use data responsibly in conjunction with other information and knowledge. Teacher candidates will be expected to share their research with faculty and fellow-teacher candidates in a formal presentation setting. The evaluation of the final project will include a second reader selected from the faculty.

This course provides a historical survey of the purpose and practice of education in its social and political context from the Greeks and Romans to Western civilization, with a focus on developments in Canada and specifically in Ontario from about 1800 to today. Ideas associated with theories of education and educational philosophies will be explained in their historical context as we also examine ways in which these ideas continue to influence the purpose and practice of education today. The roles of people (children, parents, educators) and institutions (schools, church, state) are considered, especially as teacher candidates learn about the education of Indigenous children past and present, and as they explore the history of Reformed Christian schools.

This course focuses on the legal and moral duties, rights, and responsibilities of teachers in the context of The Standards of Practice for the Teaching Profession articulated by the Ontario College of Teachers. Legislation, government policies and regulations regarding
education in Ontario are reviewed in relation to the applicability to Reformed Christian schools. Issues of particular relevance to today’s society will also be discussed in light of the teacher’s role within a school setting.

This course provides an opportunity for teacher candidates to review a number of mathematical topics and skills from each of the strands within the current Ontario Mathematics Curriculum. Problem solving and an understanding that mathematics is the study of patterns are integral to this course. Through practice, the course is intended to prepare teacher candidates to confidently teach mathematics in Christian elementary schools.

This course is intended to prepare teacher candidates to confidently teach science in Christian elementary schools. Teacher candidates will review a number of science topics within the current Ontario Science and Technology Curriculum, as framed by the fundamental concepts of science. By conducting science demonstrations, teacher candidates will model STEM skills used to investigate science concepts and make connections between science and technology and the world around us. Teacher candidates will develop an appreciation for the nature of science by researching past and current Christian scientists.

This course provides an opportunity for teacher candidates to examine the purpose, content, teaching/learning, and assessment of the geography component of Social Studies in the elementary school with specific reference to the Ontario curriculum. Besides examining God’s creative power in Canadian and world geographic formations, this course looks at concepts of geographic thinking, geographic patterns and processes, and interrelationships within and between earth’s physical environments and human communities. This course also provides an opportunity for teacher candidates to explore current issues with the environmental and climate change issues.

This course provides an opportunity for teacher candidates to examine the purpose, content, teaching/learning, and assessment of the history component of Social Studies in the elementary school with specific reference to the Ontario curriculum. Throughout the course, God’s guiding hand in the history of peoples and nations, including Canada, will be emphasized. This course looks at concepts such as historical thinking, primary and secondary sources, and interrelationships within and between human communities.

This course also provides an opportunity for teacher candidates to explore a historical period or event in a non-Western culture.

This course examines the structure of a Reformed Christian school in which biblical instruction across the entire curriculum is normative. The ethical standards of care, respect, trust, and integrity that shape professional practice are also examined in light of a Biblical perspective. Relationships between home, school, and church are explored, with a special emphasis on the home-school (parent-teacher) relationship in the teaching and learning setting of the classroom.

An introduction to the elements and development of curriculum at various levels (from philosophical to practical units of study), and associated issues and tensions.  Teacher candidates examine a variety of curriculum orientations and how they are reflected in the Ontario curriculum and curricula in other Canadian provinces, in educational journals, and in secular and Christian textbooks/units of study. Applying the theory, teacher candidates prepare a critique of a pre-made and marketed lesson applicable to their P/J or J/I area of concentration as well as a curriculum or textbook proposal for use in a Reformed Christian school.

Given the significance of research in today’s educational settings, this course introduces teacher candidates to various research designs, methods, and approaches, and to the tenets of doing educational research responsibly. Teacher candidates learn how to design, research, and report on an inquiry topic related to education in the elementary and/or secondary school setting. With the guidance of a faculty advisor, they will experiencehow to access, interpret, evaluate and use enducational research literature. Using a collegial and collaborative approach, they will collect and use data responsibly in conjunction with other information and knowledge. Teacher candidates will be expected to share their research with faculty and fellow-teacher candidates in a formal presentation setting. The evaluation of the final project will include a second reader selected from the faculty.

This course provides a historical survey of education in its social and political context from the Greeks and Romans to Western civilization, with a focus on developments in Canada and specifically in Ontario from about 1800 to today. Ideas associated with theories of education and educational philosophies will be explained in their historical context as we also examine ways in which these ideas continue to influence the purpose and practice of education today. The roles of people (children, parents, educators) and institutions (schools, church, state) are considered, especially as teacher candidates learn about the education of Indigenous children past and present, and as they explore the history of Reformed Christian schools.

This course focuses on the legal and moral duties, rights, and responsibilities of teachers in the context of The Standards of Practice for the Teaching Profession articulated by the Ontario College of Teachers. Legislation, government policies, and regulations regarding education in Ontario are reviewed in relation to their applicability to Reformed Christian schools. Issues of particular relevance to today’s society will also be discussed in light of the teacher’s role within a school setting.

This course provides an opportunity for teacher candidates to review a number of mathematical topics and skills from each of the strands within the current Ontario Mathematics Curriculum. Problem solving and an understanding that mathematics is the study of patterns are integral to this course. Through practice, the course is intended to prepare teacher candidates to confidently teach mathematics within their P/J or J/I area of concentration in Christian elementary schools.

* Teacher candidates may avail themselves of the opportunity to enroll in this optional course in order to increase their confidence in mathematics. The course may be taken for additional credit and will be reflected on the final transcript.

Throughout this course, teacher candidates are introduced to the theoretical underpinnings associated with learning. An overview of behaviorist, cognitive, and constructivist theories of learning is provided and their relevance to the classroom setting is examined and evaluated from the Biblical perspective that every child is uniquely created by God. While the thoughts and ideas of educational theorists such as J. Piaget and L. Vygotsky will be explored, teacher candidates will also be challenged to consider and articulate their own perspective of learning.

This course introduces teacher candidates to assessment in education. It is based on the premise that the assessment for, as, and of learning is a vital component of the instructional process and that the primary purpose is the improvement of learning. Topics include traditional and authentic assessment, use of rubrics, differentiated instruction and assessment, and portfolio assessment.  This course includes a detailed study of the Ontario Ministry of Education document Growing Success.

This course presents a brief historical overview of childhood and the child's place in culture, society, family, and school. The physical, cognitive, and psycho-social dimensions of child development are examined from the beginning of life at conception, and special attention is paid to the school-aged and adolescent youngster.

Throughout the course explicit connections will be made to learning and to current issues that affect schooling.

This course acquaints teacher candidates with a wide range of special needs children within a typical classroom setting in a Reformed Christian school.

Suggestions for early detection, referral, and accomodations and modifications of programs and resources are presented. In addition, specific teaching approaches (e.g., differentiated instruction) and the role of the teacher in implementing IEPs will be introduced.

Topics such as anxiety and depression will receive special emphasis. Teacher candidates will be expected to tailor their readings and assignments to reflect their teaching interests.

This course presents a brief historical overview of childhood and the child’s place in culture, society, family, and school. The physical, cognitive, and psycho-social dimensions of child development are examined from the beginning of life at conception, and special attention is paid to the school-aged and adolescent youngster. Throughout the course explicit connections will be made to learning and to current issues that affect schooling.

This course acquaints the teacher candidate with a wide range of children with special needs within a typical classroom setting in a Reformed Christian school. Suggestions for early detection, referral, modifications and accommodations of programs and resources are presented. In addition, specific teaching approaches (e.g., differentiated instruction) and the role of the teacher in implementing IEPs will be introduced. Topics such as anxiety and depression will receive special emphasis. Teacher candidates will be expected to tailor their readings and assignments to reflect their P/J or J/I area of concentration.

This course provides some of the theoretical and practical underpinnings of teaching, learning, and assessment. An overview of behaviorist, cognitive, and constructivist theories of learning is provided and their relevance to the classroom setting is examined and evaluated from the Biblical perspective that every child is uniquely created by God. Assessment is positioned as a vital component of learning and therefore the purpose and practice of assessment for, as, and of learning is thoroughly explored. The Ontario Ministry of Education document, Growing Success, forms a central resource for this course. Teacher candidates are expected to apply the course assignments in a way that reflects their P/J or J/I area of concentration.

This course builds on the Ontario The Arts Curriculum and acquaints teacher candidates with the language of art, explores art in its variety of forms, and investigates a wide variety of materials and equipment. This course aims to equip teacher candidates with the knowledge and skills to teach art with confidence and imagination, fostering in their students a greater appreciation for the aesthetic dimensions of God’s creation.

The focus of this course is two-fold: Improving one’s own French language skills and becoming a responsible, competent, and creative French language teacher in the P/J division. Through a variety of activities, teacher candidates will practice listening, speaking, reading, and writing French in the context of French culture studies. Assignments and activities are designed to provide teacher candidates with ideas and activities for future classroom applications.

Not currently offered

This course is an introduction to teaching language in the elementary school. With a focus on their P/J area of concentration, teacher candidates will examine connections among the six components of language arts: reading, listening, speaking, representing, viewing, and writing. Although the emphasis is on the reading component, teacher candidates will be equipped to implement a well-balanced language program that reflects the Ontario Language Curriculum. Theoretical issues as well as practical classroom applications (e.g., programming, planning, methodology, resources, assessment, etc.) are examined.

This course focuses on teaching elementary students to write effectively in a variety of genres. Based on the Ontario Language Curriculum and building on the connection between writing and reading, teacher candidates are introduced to the traits of good writing and the process of writing. Teacher candidates will also be introduced to frameworks used in elementary schools for teaching the language arts (e.g., Four Blocks, 6+1 Traits of Writing).

This course has a dual focus: the development of teacher candidates’ own writing and the teaching of writing across the grades in the elementary school. Teacher candidates are shown how to design teaching activities as well as checklists and rubrics that help the teacher assess not only the content and form of students’ writing, but also how well children use the process of writing.

This course provides an introduction to the curricular and pedagogical knowledge associated with teaching and learning mathematics in Christian elementary schools. Teacher candidates will learn to plan a mathematics lesson while being mindful of the subject, the learning activity, and the student. By working closely with the current Ontario Mathematics Curriculum, teacher candidates will become familiar with the content strands, mathematical processes, and social-emotional learning skills associated with learning mathematics.

This course builds on the Ontario The Arts Curriculum and explores the place of music in today’s Christian classroom with an emphasis on developing the teacher candidate’s own skills in learning and teaching music at the elementary level. Music theory and music history are reviewed, and teaching strategies based on the Kodaly and Orff methods are introduced. Practice in leading singing and in playing the recorder is provided.

This course is an introduction to the teaching of physical education in the context of a biblical orientation to the subject content, theory, and practice. Movement concept and skill, physical fitness, personal health and wellness, skill mechanics, activity/games skill development, and positive social skills development form the core of the course. Instructional effectiveness, lesson planning and delivery, long-term organization and evaluation, and structuring student participation are also included using the Ontario Health and Physical Education (Grades 1-8) Curriculum.

This course provides an introduction to the curricular and pedagogical knowledge associated with teaching and learning science and technology in Christian elementary schools. Teacher candidates will learn to plan a science and technology lesson and unit while being mindful of the subject, the learning activity, and the student. By working closely with the current Ontario Science and Technology Curriculum, teacher candidates will become familiar with the content strands, fundamental concepts and STEM skills associated with learning science.

This course prepares teacher candidates for teaching social studies in the elementary and middle school (K-8). The course examines the purpose, content, teaching/learning, and assessment of Social Studies, with specific reference to the Ontario Social Studies, History and Geography (2023) Curriculum. Teacher candidates will explore and investigate some of the contributions various First Nations, Métis, and Inuit communities and individuals have made to Canada, as well as some of the contributions that various settler/newcomer groups have made and are making to shape our Canadian identity.

The focus of this course is two-fold: Improving one’s own French language skills and becoming a responsible, competent, and creative French language teacher in the P/J division. Through a variety of activities, teacher candidates will practice listening, speaking, reading, and writing French in the context of French culture studies. Assignments and activities are designed to provide teacher candidates with ideas and activities for future classroom applications.

This course is an introduction to the teaching of language arts in the elementary school. It examines connections among the six language arts: reading, listening, speaking, representing, viewing, and writing. Although the emphasis is on the reading component, students will be equipped to prepare a well-balanced language arts program for their future classrooms. Theoretical issues as well as practical classroom applications (e.g., programming, planning, methodology, resources, assessment, etc.) are examined.

This course focuses on teaching elementary students to write effectively in a variety of genres. Based on the Ontario Language Curriculum and building on the connection between writing
and reading, teacher candidates are introduced to the traits of good writing and the process of writing. Teacher candidates will also be introduced to frameworks used in elementary schools for teaching the language arts (e.g., Four Blocks, 6+1 Traits of Writing). This course has a dual focus: the development of teacher candidates’ own writing and the teaching of writing across the P/J or J/I area of concentration in the elementary school. Teacher candidates are shown how to design teaching activities as well as checklists and rubrics that help the teacher assess not only the content and form of students’ writing, but also how well children use the process of writing.

This course provides an introduction to the curricular and pedagogical knowledge associated with teaching and learning mathematics in Christian elementary and secondary schools. Teacher
candidates will learn to plan a mathematics lesson while being mindful of the subject, the learning activity, and the student. With a view to their P/J or J/I area of concentration, teacher candidates will work closely with the current Ontario Mathematics Curriculum, becoming familiar with the content strands, mathematical processes, and socialemotional learning skills associated with learning mathematics.

This course is an introduction to the teachingof physical education in the context of aBiblical orientation to the subject content,theory, and practice. Movement concept andskill, physical fitness, personal health andwellness, skill mechanics, activity/games skill development, and positive social skills development form the core of the course. Instructional effectiveness, lesson planning and delivery, long-term organization and evaluation, and structuring student participation are also included. The teacher candidate’s P/J or J/I area of concentration will be addressed using the Ontario Curriculum Grades 1-8 Health and Physical Education.

This course provides an introduction to the curricular and pedagogical knowledge associated with teaching and learning science and technology in Christian elementary and secondary schools. Teacher candidates will learn to plan a science and technology lesson and unit while being mindful of the subject, the learning activity, and the student. With a view to their P/J or J/I area of concentration, teacher candidates will work closely with the current Ontario Science and Technology Curriculum becoming familiar with the content strands, fundamental concepts and STEM skills associated with learning science.

This course prepares teacher candidates for teaching social studies, history and geography in their P/J or J/I area of concentration. The course examines the purpose, content, teaching/learning, and assessment of Social Studies, with specific reference to the Ontario Social Studies, History and Geography (2023) Curriculum. Teacher candidates will explore and investigate some of the contributions various First Nations, Métis, and Inuit communities and individuals have made to Canada, as well as some of the contributions that various settler/ newcomer groups have made and are making to shape our Canadian identity.

This course consists of two modules: One dealing with music in which the place of music in today’s Reformed Christian classroom is explored, with an emphasis on developing the teacher candidate’s skills in learning and teaching music at P/J or J/I area of concentration. Music theory and music history are reviewed, and teaching strategies based on the Kodaly and Orff methods are introduced. Practice in leading singing and in playing the recorder is provided.
The second module acquaints students with the language of the visual arts, explores a variety of forms, and investigates a wide variety of materials and equipment. This course aims to equip teacher candidates with the knowledge and skills to teach art with confidence and imagination in their P/J or J/I area of concentration, fostering in their students a greater appreciation for the aesthetic dimensions of God’s creation.

Currently not offered

Currently not offered 

Teacher candidates will explore aspects of writing and reading through a variety of British and Canadian literary works representing different genres. Through these explorations, and by means of class discussions, brief presentations, and written assignments, the teacher candidate’s own reading and writing skills will be strengthened and expanded.

Teacher candidates will explore the role of children’s literature as a reflection of culture throughout times and places. The course is intended to broaden the teacher candidate’s own knowledge of children’s books across a range of literary genres suitable for the Primary and Junior divisions. Special attention will be paid to Indigenous writings and award-winning books (e.g., Canadian Children’s Book Centre, Newbery, Caldecott). In addition to developing an annotated bibliography of their own readings, teacher candidates will familiarize themselves with the body of work of one author or illustrator and will design a novel study unit. The use of trade books to structure and support a rich classroom language program will be emphasized throughout the course.

Using a historical and chronological approach, the course presents a survey of main philosophical themes arising out of the history of Western thought. As teacher candidates seek to find answers to questions that are common among today’s Christians in the Western world, they do so in a well informed manner characterized by a spirit of humility and respect. Cognizant of their chosen vocation as future teachers, they will articulate a Christian worldview that will assist them in defending their faith in the context of society and will foster their personal professional identity formation.

Teacher candidates will explore the role of children’s literature as a reflection of culture throughout times and places. The course is intended to broaden the teacher candidate’s own knowledge of children’s books across a range of literary genres suitable for the P/J or J/I area of concentration. Special attention will be paid to Indigenous writings and award-winning books (e.g., Canadian Children’s Book Centre, Newbery, Caldecott). In addition to developing an annotated bibliography of their ownreadings, teacher candidates will familiarize themselves with the body of work of one author or illustrator and will design a novel study unit. The use of trade books to structure and support a rich classroom language program will be emphasized throughout the course.

Using a historical and chronological approach, the course presents a survey of main philosophical themes arising out of the history of Western thought. As teacher candidates seek to find answers to questions that are common among today’s Christians in the Western world, they do so in a well informed manner characterized by a spirit of humility and respect. Cognizant of their chosen vocation as future teachers, they will articulate a Christian worldview that will assist them in defending their faith in the context of society and will foster their personal professional identity formation.

The norms of Scripture and the principles derived from the Ten Commandments will be applied to ethical issues in society and education. Special attention will be given to the Ontario College of Teachers' Ethical Standards for the Teaching Profession and their implications for professional practice in Reformed Christian schools. One module focuses on Christian intellectual character development for teacher candidates and the application in the P/J or J/I area of concentration.

The focus of this course is on lesson planning, essential presentation skills, introduction to curriculum, and preparation for practicum placement. Teacher candidates are given the opportunity to develop skills in narration particularly as it applies to the teaching of Bible.

Teacher candidates will examine the place of information and communication technology in teaching and learning. This includes the theoretical elements (e.g., a Biblical worldview in relation to technology, current research, and a critical review of how we manage the impact technology has on our lives) as well as practical applications. The emphasis will be both on teaching and on learning with technology. Teacher candidates will be expected to apply their learning by developing an online lesson as well as a digital professional portfolio.

This course provides teacher candidates with an opportunity to explore practical ways of creating the environment for learning. Teacher candidates will develop classroom management and organization skills, crafting a classroom management plan that will be included in their professional portfolio. As they plan to teach for complete understanding, teacher candidates will critically examine learning objectives and assessment tasks in light of various facets of understanding. Teacher candidates will also investigate and present a number of instructional strategies designed to create and sustain an engaging and equitable learning environment for students.

This course offers first-hand experience with story telling as a teaching method across the curriculum, and it presents a global overview of various approaches to teaching and learning, with a specific focus on 21st Century Learning. Through critical analysis and collaboration, teacher candidates will examine underlying assumptions about the roles of teachers and students in the teaching/learning process. Teacher candidates will investigate specific approaches to teaching and learning that are employed within Christian schools, including classical education, deeper learning, and competencies-based learning.

In this course teacher candidates will learn and apply the Understanding by Design model to all aspects of unit planning and delivery. Included in this course is an in-depth review of the application of differentiated instruction as a means of reaching all learners in a Reformed Christian school.

In this culminating course, students will examine the professional qualities and characteristics necessary to become a successful teacher. Topics include reporting student progress and parent-teacher conferences, a review of the application and appointment process, contracts and salary schedules, handbooks and policies, short- and long-term planning, and preparing to enter the teaching profession in a Reformed Christian school.

The focus of this course is on lesson planning, essential presentation skills, introduction to curriculum, and preparation for practicum placement. Teacher candidates are given the opportunity to develop skills in narration particularly as it applies to the teaching of Bible. As they prepare initial lesson plans, teacher candidates will interact with the Ontario curriculum while being mindful of who their students are. Teacher candidates will develop a classroom management plan, with a view to their P/J or J/I area of concentration.

Teacher candidates will examine the place of information and communication technology in teaching and learning, with a view to their P/J or J/I areas of concentration. This includes the theoretical elements (e.g., a Biblical worldview in relation to technology, current research, and a critical review of how we manage the impact technology has on our lives) as well as practical applications. The emphasis will be both on teaching and on learning with technology. Teacher candidates will be expected to apply their learning by developing an online lesson, as well as a digital professional portfolio.

With specific references to their P/J or J/I area of concentration, teacher candidates will learn and apply the Understanding by Design model to all aspects of unit planning and delivery. Included in this course is an in-depth review of the application of differentiated instruction as an effective means of reaching all learners in a Reformed Christian school.

In this culminating course, teacher candidates will examine the professional qualities and characteristics necessary to become a successful teacher in the P/J or J/I divisions. Topics include reporting student progress and parent-teacher conferences, a review of the application and appointment process, contracts and salary schedules, handbooks and policies, short- and long-term planning, and preparing to enter the teaching profession in a Reformed Christian school.

Field experience comprises an important component of teacher candidates learning. Practice teaching offers students opportunities to develop competency across key areas: curriculum knowledge, planning, instruction, classroom management, and professionalism.

Practicum placements are arranged in cooperation with a school Principal or his/her designate. Associate teachers, teacher candidates, school administration, and College supervisors follow the procedures and policies outlined in the CCRTC Practicum Guidelines.

 4 weeks of practicum

5 weeks of practicum

4 weeks of practicum

5 weeks of practicum

The practicum experience is designed to provide teacher candidates the opportunity to put theory into practice. During classroom placements, teacher candidates will observe and practise teaching, while developing their lesson planning, lesson delivery, and assessment skills. Practicum placements across various grade levels allow teacher candidates to acquire the skills to work with colleagues, develop their understanding of students, and respond to a wide range of student needs. With a minimum of 115 days in the classroom, teacher candidates are required to demonstrate narrative reflective practice and self-assessment by by providing a practicum portfolio of artifacts (including a logbook) as evidence of their learning in key areas.

3 weeks of practicum

4 weeks of practicum

3 weeks of practicum

4 weeks of practicum

4 weeks of practicum

5 weeks of practicum

Students are required to develop a professional (e)portfolio during their studies at CCRTC. The portfolio is intended to reflect the narrative of the teacher candidate’s personal and professional growth and development. Components of the portfolio have been incorporated into various courses in both programs. In their final year at CCRTC, students complete their portfolios in preparation for the application, interview, and hiring process. A professional portfolio should contain: a cover letter, a résumé, statements of Reformed education and faith, summaries of practicum experiences and learning, and examples of work as teachers-to-be (e.g., unit plan, position paper).

Students are required to develop a professional (e)portfolio during their studies at CCRTC. The portfolio is intended to reflect the narrative of the teacher candidate’s personal and professional growth and development. Components of the portfolio have been incorporated into various courses in both programs. In their final year at CCRTC, students complete their portfolios in preparation for the application, interview, and hiring process. A professional portfolio should contain: a cover letter, a résumé, statements of Reformed education and faith, summaries of practicum experiences and learning, and examples of work as teachers-to-be (e.g., unit plan, position paper).

From time to time, CCRTC offers to its students a concentrated study period or a seminar series intended to introduce the students to a topic which is directly relevant to teaching and learning. Examples include First Nations, multiculturalism, poverty, and technology. Students are expected to participate actively by engaging with the topic. A pass/fail evaluation will be included on the student’s transcript.

EDU 900 - Independent Study Courses