CONT544 Mathematics, Primary & Junior Specialist @ Courses for Teachers - Queen's Continuing Teacher Education
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Continuing Teacher Education

Faculty of Education

Mathematics, Primary & Junior Specialist

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All of our courses are fully online.

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Course Schedule
Session Dates Deadline Status
Spring 2019 Apr 15, 2019 - Jun 14, 2019 Apr 12, 2019 Open
Late Spring 2019 May 06, 2019 - Jun 28, 2019 Apr 19, 2019 Open
Summer 2019 Jun 24, 2019 - Aug 09, 2019 Jun 07, 2019 Open
Fall 2019 Sep 30, 2019 - Dec 06, 2019 Sep 13, 2019 Open
Fall/Winter 2019 Nov 11, 2019 - Feb 14, 2020 Oct 25, 2019 Open
Winter 2020 Jan 27, 2020 - Apr 10, 2020 Jan 10, 2020 Open
Late Winter 2020 Feb 24, 2020 - Apr 24, 2020 Feb 14, 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

  • CONT544
  • CAN 685.00
  • Three-Part AQs
  • 6 credits
  • 125 hours
  • EN
  • Online

The primary focus of Mathematics in Primary/Junior Specialist is to learn to view elementary mathematics from a leadership perspective while strengthening your mathematical knowledge and understanding. Hopefully you will sense a balance between the two topics and conclude that both leadership in mathematics and a solid background in mathematics are equally important.

Throughout this course you will be challenged to think, reflect and grow professionally through a mathematics and leadership lens. Leadership as an overarching concept will be integrated into all of the modules.

Course Learning Expectations

In this course you will have the opportunity to:

• review current research into the theory and practice of elementary mathematics education and think critically and creatively about mathematics education issues, practices, and programs.
• interpret and review Ministry resources for developing math process and content knowledge.
• plan how you would integrate current research on professional learning theory and leadership models to provide impactful professional learning.
• model the implementation of Ontario Ministry of Education curriculum, policies and guidelines related to math learning and teaching.
• understand the link between assessment and instruction, and model assessment practices that enable responsive instruction, develop student agency and result in equitable evaluation of student learning.
• model the integration of First Nations, Métis and Aboriginal perspectives and ways of knowing;
• justify teaching math through inquiry and problem solving and become an effective agent for change in the field of elementary mathematics education; and
• value collaboration with in-school personnel, parents/guardians, students and the community and develop processes for collaboration.

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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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