CONT534: Reading Part 2

Course Schedule

Course Description

This course builds on the theories and concepts covered in Reading Part 1. It will allow candidates to explore and deepen their understanding of the role of the teacher of reading through the development of practical hands-on instructional strategies and the critical exploration of digital, print and multimedia resources. This course will culminate in the creation of a reading unit plan which educators can apply to their own teaching practice in a meaningful and purposeful way. The foundational skills of reading instruction, evidence-based instructional practices, the strong ties between reading and other literacy skills, student support, the utilization of technology and viewing education through a lens of equity, diversity and inclusion will be focused on throughout this course.

What You Will Learn and Do

In this course, you’ll have the opportunity to

• critically reflect and facilitate dialogue related to biases, assumptions, beliefs and understandings associated with teaching and learning within the context of teaching reading
• explore processes that strengthen the professional identity and practices associated with the views of educators as co-inquirers, scholars and researchers, working alongside empowered learners in the co-creation of democratic, knowledge-rich learning environments
• refine professional practice through ongoing collaborative inquiry, dialogue, reflection, innovation and critical pedagogy
• encourage critical reflection and dialogue that promotes joint exploration into processes, policies and practices to create and sustain safe, healthy, equitable, holistic and inclusive learning environments that honour and respect diversity, facilitate learning, foster learner voice and perspectives, encourage critical thinking and promote social justice
• facilitate critical dialogue regarding Ontario curriculum, resources, and government policies, frameworks, and strategies relevant to the teaching and learning of literacy and all its components (for example, oral communication, reading, writing and media literacy)
• collaboratively design and integrate various approaches to curricular integration through diverse planning models, content and resource development, pedagogical practices and the implementation of assessment and evaluation practices that are fair, transparent and equitable
• integrate safe, ethical, legal and respectful practices in the use of different technological tools that support pedagogical practices
• critically and collaboratively integrate strategies and opportunities for professional collaboration that support learning, identities, well-being and leadership
• collaboratively implement strategies that foster and sustain a positive, inclusive educational and professional culture in which voices and perspectives are freely expressed and critically analyzed
• foster critical reflection and dialogue related to inclusive and interprofessional practices that support the collaborative development and implementation of Individual Education Plans (I.E.P.) for learners that include the voices and perspectives of all those involved

Application Requirements

1. OCT Membership showing completion of Part 1
2. CONFIRMATION OF TEACHING EXPERIENCE FORM Signed by a Supervisory Official* from your Board confirming that you have one year (194 days) of teaching experience since becoming a certified teacher.

*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 if you have an existing Part 2, Part 3 (Specialist), or Honour Specialist qualification on your OCT record you are not required to submit a form for a Part 2 course. A new form is always required for Part 3 (Specialist).

Please email a copy of your Confirmation of Teaching Experience Form to cedmail@queensu.ca

Course Materials

Accommodations

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.

Have a question? Contact us!

Refund Schedule

• If you drop a course by the midpoint of the course, you will receive 100% of your course fee
• If you drop a course after the midpoint, before the end of the course, you will receive 50% of your course fee

For more about our refund policies, visit our Fees & Refunds page.