Events

AQ Reading, Part 2

Course Description:
This course will provides an advanced look at the reading concepts and strategies from part 1 and expand on that knowledge by looking at theoretical models of language development that promote literacy skills. As well, Candidates explore the application of relevant theories and assessment strategies into program development.

Topics include:
·    Applying relevant theories of teaching methods that promote reading skills
·    Planning reading instruction programs
·    Becoming familiar with range of resources that support reading skills
·    Modifying instruction according to students’ specific needs
·    Expanding the use of technology as a teaching and learning tool for reading
·    Applying a range of assessment and evaluation methods to the teaching and acquisition of reading skills
·    Understanding the struggling reader
·    Writing and its importance to literacy
·    Understanding independent reading and guided writing
·    Book talks and literature studies
·    Balanced literacy programs
·    Critical literacy

Requirements:

• “Certificate of Qualification” must be in good standing.
• Completion of AQ Reading, Part 1.
• one year teaching experienced as verified on the Confirmation of Teaching Experience form, signed by a supervisory officer, confirming one year of teaching experience completed after teacher’s certification.
  (Form must be submitted to our office no later than two weeks after the course start date)

* 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 (e.g. Education Officer) appointed to provide supervisory services to the school.

AQ Reading, Specialist

Course Description:

This course provides candidates with a comprehensive understanding of the role of the English as a Second Language/English Literacy Development teacher as a leader within both the elementary and secondary schools and school systems. The course is developed to provide teachers pursuing leadership roles in ESL/ELD education with the necessary professional skills. Teachers develop a deep understanding of second language acquisition theories and classroom methodology through research and the systematic practice of a professional caliber.

Topics include:
• modeling the application of language development theories and research in the context of English as a Second Language instruction
• demonstrating leadership in planning programs that reflect the relationship among curriculum expectations, teaching/learning strategies and assessment methods
• demonstrating leadership in accommodating and/or modifying expectations , teaching strategies and assessment practices based on the special needs of students
• critiquing electronic and teacher developed resources related to ESL and ELD curriculum
• expanding the leadership role in ESL within the school and the local school district
• modeling and promoting the collection of relevant data through a variety of methods to assess the delivery of ESL and ELD programs within the school context
• establishing and encouraging effective liaison between schools and ESL and ELD parents/guardians

Requirements:

•  Hold a “Certificate of Qualification”  showing successful completion of AQ Reading, Part 2.
• “Certificate of Qualification” must be in good standing.
• Confirmation of Teaching Experience form, signed by a supervisory officer, confirming two years of teaching experience completed after teacher’s certification. The Superintendent must also recognize on this Confirmation of Teaching Experience form that in one of these years, the candidate has demonstrated that significant program and instruction modifications in English as a Second Language were explicitly planned, implemented and reviewed in the teacher’s class.  Form must be submitted no later than  two weeks after the course start date.
  * 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).

Course Materials:

TBA