CONT541 Teaching English Language Learners Specialist @ Courses for Teachers - Queen's Continuing Teacher Education
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Continuing Teacher Education

Faculty of Education

Teaching English Language Learners Specialist

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Course Schedule
Session Dates Deadline Status
Fall 2019 Sep 30, 2019 - Dec 06, 2019 Sep 27, 2019 Open
Winter 2020 Jan 27, 2020 - Apr 10, 2020 Jan 10, 2020 Open
*Registration will remain open until 4:00 pm on the posted registration deadline date.
Select a course for its schedule. Not all courses are offered every session.
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Course Description

  • CONT541
  • CAN 685.00
  • Three-Part AQs
  • 6 credits
  • 125 hours
  • EN
  • Online

If you have been teaching in ESL/ELD programs for any period of time over the last 10 years in Ontario, you already know a great deal about how exciting, complex, and challenging our work has become. In this course, we will together create a provisional new community (maybe even a long-lasting one!) in which our various perspectives can bring new energy, vitality, and support to each other’s expertise and continued development as leaders in and advocates for English language learners.

Why do candidates choose to take this course? ESL/ELD teaching and administration play a huge role in Ontario’s radically eclectic social, cultural, political, and economic makeup, and this role has profound effects far beyond the walls of our classrooms. What part will you take in the building of a truly dynamic, welcoming, and inclusive intercultural provincial community?

This course aims to help you understand your own very important place, as a teacher and a leader, in the process of increasing Ontario’s global profile as a more authentically multicultural region, one unique in its willingness to work at embedding diversity, equity, inclusivity, and a deep respect for all members of its varied citizenry.

Course Learning Expectations

In this course you will have the opportunity to:

• describe your administrative or managerial ambitions, with reference to their sociopolitical framework
• critique orientation, assessment, and placement protocols along with ESL/ELD programs and support strategies within the Ontario school system
• familiarize yourself with and explain the efficacy of various models of ESL/ELD support and curriculum design
• identify cultural behaviours, expectations, and traditions that impact the choice and implementation of instructional approaches and activities for ELLs/ELDS in and out of the classroom
• analyze your potential leadership with respect to introducing technology, critical pedagogy, and innovative instruction for teachers in ESL/ELD and mainstream classrooms
• investigate and outline current management and administrative practices in your school or school board for ELLs/ELD students with reference to essential elements for management control
• create an evaluation plan for the ESL/ELD program at your school that outlines your present ESL teaching context, current practices, areas that are in need of improvement, and future directions
• present and analyze a case study or design a web page that reflects topics covered in the course

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Application Requirements

1) OCT Membership showing completion of Part 2.


Signed by a Supervisory Official* from your School Board confirming that you have two years (388 days) of teaching experience since becoming a certified teacher, one year (194 days) of which is in the subject area of this course.

*The Ontario College of Teachers defines "Supervisory Official" as the Superintendent or Assistant Superintendent of the school board for a teacher employed by a Board of Education. A principal or headmaster is not recognized in this capacity. For a teacher employed by a private school, the "supervisory official" is the Ministry of Education official (Education Officer) appointed to your school. For overseas experience the appropriate Supervisory Official is the person your Principal reports to.

**Please note that a new form is always required for a Part 3 (Specialist) course as experience is course/subject specific.

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Course Materials

This course has no required resources.
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Applicants who require accommodations for a specific learning need (e.g., learning disability) within their AQ/ABQ course, should click here for further information and support.

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