Post-Graduate Certificate for Internationally Trained Teachers

Application Deadline
April 15th, 2024

Program Cost


Program Overview

The Faculty of Education at Queen's University has developed a comprehensive program for internationally trained teachers who are certified to teach in countries other than Canada. This unique program offers cultural, educational, and social opportunities that will equip you with the knowledge, skills, and cultural understanding necessary to succeed in an Ontario classroom. Through our 16-month in-person program, we strive to empower our students with the tools necessary to advance their careers in Canada and make a positive impact in the lives of their students.

Who should take this program?

The Post-Graduate Certificate for Internationally Trained Teachers is ideal for:

  • Certified teachers in their home country, seeking certification to teach in Ontario, Canada
  • Professionals holding a Bachelor's degree in Education obtained outside of Canada
  • Internationally trained teachers researching certification options or seeking out professional development opportunities

Career Opportunities

Career opportunities after completing the Post-Graduate Certificate for Internationally Trained Teachers at Queen's University include:

  • Teaching in Ontario classrooms
  • Opportunities for advanced standing in the Professional Master of Education (PME) program at Queen's University
  • Working with students who have learning disabilities or autism spectrum disorders
  • Gaining hands-on experience through a practicum or interactive school experience

Professional Development

Ontario College of Teachers

Our program includes additional qualification (AQ) courses that can count towards the Ontario College of Teachers (OCT) certification process.

For more information about the process and the requirements for internationally educated teachers visit the Ontario College of Teachers page.

Advanced Standing in the Laddering Option offered by the Faculty of Education

Students who complete the Post-Graduate Certificate will be eligible to receive advanced standing in the laddering option offered by the Faculty of Education.

Queen’s University Faculty of Education has designed this the laddering option as a customizable graduate experience, with the inclusion of three different credentials within one course. Laddering will allow you to progress through successive credentials while carrying forward course credits. Students can receive three different credentials: a Post-Graduate Certificate, a Graduate Diploma in Education, and a Professional Master of Education. If you follow the laddering system, you can earn all three credentials with fewer classes overall.

Contact us at or visit for more information.


Application Requirements


A minimum of three years of academic coursework and two semesters* of teacher education coursework

Please refer to the following two scenarios to determine where you fall:

  • Concurrent Education

    If your program includes both academic and teacher education courses combined (e.g., a 4-year BEd program), provided it is a combination of at least three years of academic coursework and at least two semesters* of teacher training.

    Please be advised that OCT determines the duration of teacher education coursework based on one academic year of study (the equivalent of two semesters) in a program.

  • Consecutive Education

    If you have completed a post-secondary degree of three years or more and have additionally completed another program with a minimum of two semesters* of teacher training.

    Academic Requirement – Post-secondary Degree

    3 or 4-year Bachelor's Degree (or equivalent)

    Your post-secondary degree (e.g. BA or BSc) should consist of a minimum of three years of full-time study or 90 credits. It is essential that your degree is obtained from an accredited post-secondary institution. For further details, please contact OCT or refer to the OCT Registration Guide.

    Professional Requirement – Teacher Education Program

    Proof of relevant teaching education of at least 2 semesters* (e.g. BEd)

    An acceptable program of teacher education must be at least four semesters of post-secondary study. Please note that in the Canadian post-secondary system, an academic year is usually comprised of two semesters.

* Applicants with less than two years (4 semesters) of teacher training may be considered for admission under exceptional circumstances. For more information, contact OCT or refer to the OCT Registration Guide..

One of the following language requirements

Minimum of 6.0 IELTS Academic (with a minimum of 6.0 in each component)
Minimum of 95 TOEFL score (with a minimum of 23 in each component)   

Required Documents

Please note that you need to submit these documents by completing the form on our system. Please click "Apply now" to access the form. Note that documents submitted by email, or any other medium will not be evaluated.

Copy of passport A scan of the passport information page where the passport image and personal information is shown.
Resume or Curriculum Vitae (CV)

Up-to-date resume or curriculum vitae (CV) which includes the following:

  • Education history (both academic and professional; GPA in percentage; total credits for each program and total credits for education related courses) 
  • Employment history, including names of employers, job titles, responsibilities, length, job status (i.e. full-time or part-time) 
  • Awards, achievements, and recognitions
  • Community involvement
  • Any relevant skills
Academic records

3 or 4-year Bachelor's Degree (or equivalent) and Proof of relevant teaching education of at least 2 semesters (Include the transcripts of ALL post-secondary institutions attended)

  • Applicants must upload official electronic transcripts and degrees/diplomas/certificates from all post-secondary institutions attended.  
  • Ensure documents uploaded to the application system are clearly legible, accurate, and complete (upload all pages including the grading system). Illegible documents will delay the review of application. Incomplete documents will not be reviewed.   
  • Transcripts should include course names, credits, grades, grading system.  
  • Applicants must provide English translation for all non-English documents in addition to the original documents.  
  • If you have difficulty obtaining official transcripts, we will accept official records from the World Education Services (WES).
Proof of English Language Proficiency

All applicants must provide results of TOEFL or IELTS. English Language Proficiency test results are valid for a maximum period of two years prior to beginning studies at Queen's.

This test is a firm requirement and admission decisions cannot be made until an acceptable score has been reported. Submit an acceptable English language test score as soon as possible to avoid potential delays in the processing of your admission application.

Important: You can arrange for your IELTS test score to be reported electronically to Professional Studies by the testing agency at the time of application. We do not accept expired test results or tests other than IELTS or TOEFL.

Reference letters

We require one academic reference letter and one professional reference letter. Ideally, the academic recommendation should be from a university instructor with whom you have studied. The professional recommendation should be from someone familiar with your professional work and conduct.

If, for any reason, you cannot provide two reference letters, alternative options are available:

  • You can opt for an interview with us. To benefit from this option, please select the interview option when completing your application and one member of our team will contact you.
  • You can provide an OCT (Ontario College of Teachers) application result, which can be obtained by following the instructions at this link: On-Line Application | Ontario College of Teachers ( Please note that this option has an additional cost attached to it.
Proof of formal teaching qualifications (Not applicable for all candidates) Refer to Country Specific Information to determine if you need to submit teacher certificate/license or other documents to prove your teacher identity.


To enhance the likelihood of a successful application, it is also recommended to fulfill the following criteria:

  • A minimum average or GPA equivalent to a "B" or 70% on the grading scheme of the issuing postsecondary institution. 
  • Completion of a 4-year Honours Undergraduate Degree plus a 2-year B.Ed. program OR a 5-year B.Ed. program. 
  • Possession of an active and valid teaching certificate or license 
  • A minimum of two years of teaching experience 
  • Meeting the language requirements

Selection of applicants is based on

  • Meeting all the admission requirements, conditions, and recommendations (Please note that meeting the minimum requirements does not guarantee admission) 
  • The number of spaces available in the program 
  • Practicum placement availability


Program Curriculum

Intercultural Communication Course

The Intercultural Communication Course is designed to provide candidates with essential linguistic and socio-cultural foundations within the Canadian academic context. By enrolling in this course, candidates will enhance their language proficiency for teaching in Ontario and develop intercultural skills and knowledge necessary for successful academic and professional pursuits in Canada.

The Intercultural Communication Course aims to enhance candidates' language skills for teaching while fostering intercultural competence. It prepares them for the unique challenges and opportunities they may encounter as they pursue their careers in the Canadian educational landscape.

Additional Qualification Courses

Please note: Students are automatically enrolled in these courses as part of their program enrolment.

You will also complete seven additional qualification courses designed to prepare you for professional practice in Ontario schools. Each AQ course consists of 125 hours of content to be completed in a blended (online and onsite) format. All courses are facilitated by Ontario certified teachers. These courses will complement your existing teacher education degree and help prepare you for teaching in the Ontario school system.

  • Orientation to Teaching in Ontario

    This course will enhance the understanding of effective practices and instructional strategies in Ontario classrooms. Teachers will explore the policies and strategies underpinning the Ontario curriculum, understand the procedures related to the Individual Education Plan process (IEP) and engage in course planning integrating differentiated instructions and universal design. Teachers will apply the Ethical Standards for the Teaching Profession and the Standards of Practice for the Teaching Profession in their program planning.

  • The Learning Environment

    This course will introduce strategies for creating and supporting a safe, inclusive, learning-focused classroom – a process that begins with effective classroom management. Classroom Management examines how several different components of teaching are integral to creating and maintaining a positive, ethical, equitable, accepting, inclusive, engaging, and safe learning environment. You will explore processes that promote a collaborative community that encourages student voice, leadership, critical inquiry, and self-regulation. In addition, you will establish practices that promote partnerships that value shared responsibility, decision-making, advocacy, and leadership.

    In this course you will have the opportunity to:

    • explore and summarize different theories of classroom management
    • understand that the teacher has the highest impact on student achievement
    • investigate diagnostic assessments, which are crucial in determining who the learners are in a classroom
    • explore evidence-based instructional strategies that are the foundation for student achievement
    • discover the impact of growth mindset on educators and students
    • design inquiry-based teaching
    • discover equitable and inclusive education is central to student achievement and for creating collaborative classroom communities
    • create dynamic, safe, inclusive, and responsive learning environments
    • design classroom space and layouts
    • create surveys to collect student voice
    • plan and design rich tasks
  • Special Education Part 1

    In Special Education Part 1, candidates will gain a general understanding of how to work successfully with students who have various learning needs. This course provides teachers with early intervention strategies to identify at-risk students as well as precise steps to follow to involve the in-school team and ensure that students' needs are met through an IEP and possibly an IPRC. Candidates will explore the various learning exceptionalities in Ontario and the placement options available in their schools. Through reflection, collaboration, discussion, and research, candidates will develop a wide array of pedagogical approaches that have proven successful when working with identified students. Practical work will include developing useful plans and lessons that can be used readily in the classroom. After completing this course, any teacher should feel well equipped to better understand the needs of students with varied learning profiles and feel confident in their ability to adequately plan for them and report on their progress.

  • Student Assessment and Evaluation

    Student assessment and evaluation is an integral part of the teaching and learning process. Teachers in Ontario, and elsewhere, are required to use diverse forms of assessment to support and communicate progress in learning to students, parents, and school administrators. This course will build on your current assessment practices and support you in exploring ways to enhance your use of assessment. Specifically, current assessment theory and practices will be examined with opportunities for you to critically reflect on the integration of these theories and practices into your classroom to support student learning.

    In this course you will have the opportunity to:

    • learn about Ontario policies driving assessment practices throughout the province
    • explore theories of learning to inform assessment design
    • plan assessments that complement curriculum expectations and teaching
    • understand foundational principles of assessment: reliability, validity, fairness, and bias
    • design a variety of assessments including tests, rubrics, and performance assessments
    • examine grading, reporting, and communication practices
    • learn about the purposes and uses of large-scale assessment data
    • accommodate assessments for students with exceptionalities
  • Teaching English Language Learners

    English language learners (ELLs) entering Ontario classrooms will arrive with diverse and unique needs. Every ELL will bring unique cultural, social, academic, and linguistic backgrounds to your classroom. This course will enable you to cultivate a classroom environment that embraces diversity and celebrates the identity of every student while supporting ELLs through the difficult transition to their new home. English Language Learners (ELL) Part 1 is designed to provide you an engaging opportunity to explore many of the facets of teaching and learning an additional language. You will have the opportunity to explore the stages of language acquisition and ways to meet the needs of ELLs at the different stages. You will also gain a better understanding of the principles underlying the approaches to teaching the four broad language skills: reading, writing, listening, and speaking. You will examine some of the language demands that exist in curriculum-based lessons and learn how to scaffold appropriately and set realistic and manageable goals for ELLs. Your heightened awareness and deeper understanding will help you approach situations with greater confidence, competence, and preparation. You will have many opportunities to engage with colleagues in thoughtful discussions and challenge some of your own and others' preconceived notions about language learning and teaching. Prepare to be challenged, reflective and willing to keep an open mind as you explore the many fascinating areas of teaching English language Learners (ELL) and working with ELLs.

    In this course you will:

    • critically reflect on theoretical concepts about language learning and teaching
    • collaborate and share expertise with colleagues to support student learning and improve practice
    • familiarize yourself with the policies and support documents of the Ministry of Education and Training with respect to the Ontario curriculum for English language learners
    • reflect on some of your pre-existing beliefs and assumptions about language learning and teaching
    • explore practical ways to empower ELLs and affirm their identity
    • understand assessment and evaluation of language proficiency and student progress, student approaches to learning, and the achievement of curriculum expectations
    • analyze the effectiveness of instructional and learner strategies in different contexts
    • gain insights about the affective variables that may impact language learning and academic achievement
    • research current theory about teaching and learning an additional language
    • develop an enhanced understanding of effective techniques for teaching reading, writing, listening, and speaking
    • learn to scaffold effectively by considering current functioning and language and content demands in the lesson
    • design lessons that integrate the skills and scaffold appropriately to increase the comprehensibility of your lessons
    • build your own cultural competence in order to better understand the impact of culture on learning and experiences in the classroom
    • explore alternative forms of assessment to accommodate an ELL's current ability
  • Teaching Students with Communication Needs (Learning Disability)

    This course focuses on the theory and practice to support students with learning disabilities. Throughout this course, you will explore the various definitions and characteristics of learning disabilities. Through discussion and collaborations, you will discover cognitive, academic, and social-emotional implications of LD and generate ways to develop a positive learning environment for students with LD. You will address how social-emotional issues affect academic outcomes, research various academic strategies, and brainstorm the implications of psychological processes for students with LD. You will be provided with the opportunity to apply your learning to developing student profiles, transition plans, and gain applicable strategies that you can use in your teaching practice.

    This course focuses on learning disabilities (LD):

    • what they are
    • implications of having a learning disability
    • learning theories and programs that help students with LD
    • creating conditions that promote and maintain an inclusive and positive classroom and school
    • importance of collaborating with school-based teams and community personnel Course 

    In this course you will:

    • explore the various definitions and characteristics of learning disabilities
    • discover cognitive, academic, and social-emotional implications of LD
    • generate ways to develop a positive learning environment for students with LD
    • investigate instructional approaches that enable you to adapt your teaching to meet the needs of students with LD
    • consider assessment and evaluation strategies that work for students with LD
    • develop professional development practices
    • compare the various definitions of learning disabilities and discuss the implications
    • discuss how social-emotional issues impact academic outcomes
    • research various academic strategies
    • describe the implications of psychological processes for students with LD
    • create a student profile and transition plan
  • Teaching Students with Communication Needs (Autism Spectrum Disorders)

    The additional qualification course, Teaching Children with Communication Needs (autism spectrum disorders), focuses on the development and the implementation of program design for students with autism spectrum disorders (ASD). This course provides a detailed look at the characteristics associated with ASD. You will explore research-based approaches to instruction and ways to negotiate challenging behaviour. This course looks at the significance of working with school-based teams and community personnel. Creating a positive learning environment that reflects care, diversity, and equity is the foundation of this course. This course enhances professional knowledge (through lived experience, inquiry, and reflection), ethical practice, and leadership. This course is aligned with the Ontario curriculum, legislation, government policies, frameworks, strategies, and resources.

    In this course you will:

    • analyze, interpret, and implement Ontario's curriculum, district school board polices, frameworks, strategies, and guidelines
    • apply background information regarding the characteristics of ASD
    • explore theories that attempt to understand the triad of impairments
    • generate ways to create a positive learning environment conducive to the intellectual, social, emotional, physical, cultural, spiritual, and moral development of students with ASD and design ways to develop their social skills
    • develop awareness of First Nations, Metis, and Inuit perspectives and ways of knowing
    • incorporate various types of programming and therapies such as applied behavioural analysis into classroom practice
    • access and explore a variety of resources, including technology
    • discover a variety of positive behavioural supports including reinforcement schedules
    • collect information about sensory needs and ways to deal with sensory defensiveness
    • develop an understanding of how to create and sustain professional learning communities
    • develop lessons which show an understanding how to create and sustain safe, healthy, equitable, and inclusive learning environments that honour and respect diversity
    • model and adapt expectations, strategies and assessment practices in response to the individual needs of students
    • facilitate the creation of learning environments conducive to the intellectual, social, emotional, physical, environmental, linguistic, cultural, spiritual, and moral development of the student
    • identify ways to collaborate with in-school personnel, parents/guardians, and the community
    • refine professional practice through ongoing inquiry, dialogue, and reflection
    • support and model ethical practices
    • illustrate the need to respect and conserve resources in the environment
    • integrate environmentally respectful perspectives and practices

Practicum and School Experience

Experiencing an Ontario classroom is an important part of preparing to teach in Ontario. Candidates will gain school experience through either a 20-day practicum or interactive school experiences. We will do our best to place each candidate in a practicum but cannot guarantee a practicum placement due to teacher shortages.

Employment and Career Preparation

You’ll take part in workshops designed to help you apply for jobs in Ontario. They focus on resume writing, job search, and interview preparation. You’ll also have an opportunity to attend a job fair and receive help with your Ontario College of Teachers application.

Experiential Opportunities

Throughout the program, you’ll engage in experiential learning opportunities, such as participating in a volunteer program, visiting local schools, and working with community groups related to education. Students will also have the opportunity to be involved in Indigenous initiatives including visits from Queen’s University Elders and other members of the local Indigenous community. These experiences will allow you to apply your learning both inside and outside the traditional school system.

Dates & Fees

Program Dates

January 2024 (Winter)

Program Dates January 11, 2024 — May 9, 2025
Application and Document Submission Deadline September 1, 2023
Admission decision release dates September 18, 2023 — September 22, 2023
Deadline to confirm enrollment and pay the administrative fee October 6, 2023
Deadline to defer to the next available intake November 10, 2023
Visa submission deadline December 15, 2023

September 2024 (Fall)

Program Dates September 9, 2024 — December 12, 2025
Application and Document Submission Deadline April 15th, 2024
Admission decision release dates April 1, 2024 — April 5, 2024
Deadline to confirm enrollment and pay the administrative fee April 15, 2024
Visa submission deadline July 29, 2024

Program Fees

All fees are in Canadian dollars

January 2024 (Winter)

Item Amount Payment Deadline
Administrative Fee and Enrollment Confirmation (Non-refundable) $2,000 October 6, 2023
Second Installment $17,000 November 6, 2023
Third Installment $8,495 November 27, 2023
TOTAL Can$27,495

September 2024 (Fall)

Item Amount Payment Deadline
Administrative Fee and Enrollment Confirmation (Non-refundable) $2,000 April 15, 2024
Second Installment $17,000 May 20, 2024
Third Installment $8,495 June 10, 2024
TOTAL Can$27,495
  • Please be aware that the Administrative Fee of Can$2,000.00 is non-refundable. Failure to submit this payment by the deadline listed above, will indicate that you are not interested in the program anymore, and we reserve the right to offer your seat in the program to another candidate.
  • Please note that an additional fee of Can$100 for books will be requested upon arrival.

Program fees include:

  • Intercultural Communication Training
  • Seven AQ courses
  • IELTS preparation
  • Experiential programming
  • 20-day practicum and/or school experience
  • Employment and career preparation

Refunds for the Post-Graduate Certificate for Internationally Trained Teachers

All fees are in Canadian dollars

January 2024 (Winter)

Withdrawal Date Study Permit Rejection with IRCC rejection letter Other Reasons
Before December 1, 2023 Full refund
  • $2,000 administrative fee
  • $800 UHIP fee
Between December 2, 2023 and January 21, 2024
  • $2,000 administrative fee
  • $800 UHIP fee
  • $2,000 administrative fee
  • $800 UHIP fee
  • $1,500 late withdrawal penalty
After January 22, 2024 No refund and balance of any remaining fees needs to be paid No refund and balance of any remaining fees needs to be paid

September 2024 (Fall)

Withdrawal Date Study Permit Rejection with IRCC rejection letter Other Reasons
Before June 10, 2024 Full refund
  • $2,000 administrative fee
Between June 11, 2024 and July 29, 2024 Full refund
  • $2,000 administrative fee
  • $800 UHIP fee
Between July 30, 2024 and September 22, 2024
  • $2,000 administrative fee
  • $800 UHIP fee
  • $2,000 administrative fee
  • $800 UHIP fee
  • $1,500 late withdrawal penalty
After September 22, 2024 No refund and balance of any remaining fees needs to be paid No refund and balance of any remaining fees needs to be paid
  • Please note that for all payments made outside of Canada, if a refund is approved, the funds will be returned to the original payment source (i.e., the individual making the payment)
  • Funds will not be transferred to another institution; they will be returned to the original payer only

Delivery Method

This is an on-site program that takes place at Queen’s University in Kingston, Ontario, Canada.

In-person delivery format refers to a method of delivering educational or training content through face-to-face interactions between the instructor and the participants. This format involves physical attendance of participants at a designated location, such as a classroom, conference center, or training facility, where they can interact with the instructor and each other in real-time. This mode of delivery allows for immediate feedback and direct engagement between the participants and the instructor, fostering a collaborative and dynamic learning experience. In-person delivery is often considered more personal and interactive than remote or online delivery methods and provides opportunities for hands-on activities, group discussions, and other forms of interaction.


Can candidates assess their eligibility to OCT before applying?

Yes. You can do it here: Applicant Eligibility Assessment | Ontario College of Teachers ( Remember, the self-assessment only gives you a general idea of your eligibility for the OCT certification. It is strongly recommended that you apply to OCT first. You maybe eligible for OCT without any conditions. If not, they will give you detailed recommendations as to the additional work for you to acquire OCT registration.

Can candidates send in their Language Test Report Forms (TRFs) to Professional Studies?

Yes, but please make sure you select the correct receiver, PS Queens. This applies to IELTS results only.

If candidates are from Francophone countries, do they still need to provide English test scores (TOELF or IELTs)?

Yes.  English is the primary language of instruction and communication at the ITT program and Queen’s University. Applicants must demonstrate an adequate level of proficiency in English, regardless of their citizenship status or country of origin. However, knowing French will be an asset when it comes to finding teaching jobs in Ontario.

Can candidates with Montessori background apply directly to this program?

No. Montessori follows an independent approach, and their program does not meet the OCT’s registration requirements. We recommend that candidates with Montessori background apply to OCT first and then apply to our program with proof of OCT eligibility.

What if candidates completed degrees/diplomas/certificates from online or distance education?

The OCT accepts distance education programs, if they included a face-to-face practicum. We recommend that candidates with degrees completed online apply to the OCT first and then apply to our program with proof of OCT eligibility.

Can candidates use their expired/inactive teaching qualifications to apply to the program?

Please refer to Country Specific Information on OCT website to see if you need to provide teaching qualifications during the time of application. If the answer is yes, you must submit active teaching qualifications. Those qualifications should be verifiable when needed.

Is teaching experience a must?

No, but it will enhance your application and help us plan the practicum component in the ITT program.

Will students get three-year Post-Graduate Work Permit (PGWP) after completing this program?

Students that complete all the requirements of this program may be eligible for a three-year Post-Graduate Work Permit, but the final decision is determined by Immigration, Refugees, Citizenship Canada (IRCC).

Policies and More Information

Professional Studies Program Policies

Fees, Refunds and Financial Support

Learn more about Queen’s University, the Faculty of Education and Kingston.