Post-Graduate Certificate for Internationally Trained Teachers
Application Deadline
October 15, 2025 (January 2026 intake) |
Program Cost Can$28,495.00 |
Overview
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 2-year 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
Program Opportunities
ITT graduates have multiple opportunities after completing the Post-Graduate Certificate for Internationally Trained Teachers at Queen's University, including:
- ITT students are eligible to apply for Permanent Residency under the Express Entry category-based draw if they meet all the requirements of one of the Express Entry streams. This includes but is not limited to having enough CRS points, meeting the language proficiency level, and accumulating at least six months of full-time, continuous work experience (or an equivalent amount of part-time experience) within the past three years:
- in a single occupation listed on the following website: Express Entry: Category-based selection - Canada.ca
- in Canada or abroad
- ITT Students are eligible to apply for a Post-Graduate Work Permit after graduation under CIP 2021 codes 13.0101 (Education, general), 13.1001 (Special education and teaching, general), 13.1006 (Education/teaching of individuals with intellectual disabilities), 13.1011 (Education/teaching of individuals with specific learning disabilities), 13.1013 Education/teaching of individuals with autism, 13.1099 (Special education and teaching, other)*
- Teaching in Canadian 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
* Please note that IRCC reserves the right to make changes to its policies at any time, and any decisions made by IRCC regarding work permits or permanent residency are beyond the control of Queen’s University and Professional Studies.
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 edonline@queensu.ca or visit educ.queensu.ca/ladder for more information.
Application
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:
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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.
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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.
Proof of English language proficiency (not applicable for all candidates)
- TOEFL 70(20)
- IELTS 6(6)
- PTE Academic 60
- CAEL 60(60)
- Cambridge English 170(170)
Application Process
Required Documents
Please click "Apply Now" to access our application system. Once you submit your application, you will have 24 hours to send the required documents.
| 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:
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| 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)
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| Proof of English Language Proficiency (not applicable for all candidates) |
* You satisfy the English requirement and do not have to send proof of proficiency if you completed a teacher education program in English in one of these countries: Anguilla, Antigua and Barbuda, Australia, Bahamas, Barbados, Belize, Benin, Bermuda, Botswana, British Virgin Islands, Cayman Islands, Cameroon, Canada, Dominica, Ghana, Grenada, Guyana, Jamaica, Montserrat, Nigeria, New Zealand, Republic of Ireland, Saint Kitts-Nevis, St. Lucia, St. Vincent, Seychelles, Sierra Leone, Trinidad and Tobago, Turks and Caicos Islands, United Kingdom, United States, Uganda, US Virgin Islands, Zambia, Zimbabwe |
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| Reference letters (optional) |
We suggest that applicants provide one academic reference letter and one professional reference letter to strengthen their application. Ideally, the academic recommendation should be from a university instructor and the professional recommendation should be from someone familiar with your professional work and conduct.
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| 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 teaching qualification. |
Recommendations
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
Curriculum
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. These courses will complement your existing teacher education degree and help prepare you for teaching in the Ontario school system.
Please note that the AQ courses are subject to change based on teachers' availability and the individual cohort's needs, preferences, and knowledge gaps.
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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.
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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
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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 gives teachers early intervention strategies to identify at-risk students and precise steps to follow to involve the in-school team and ensure that students' needs are met through an Individual Education Plan (IEP) and possibly an Identification, Placement, and Review Committee (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.
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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
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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
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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
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Use and Knowledge of Assistive Technology
Technology is an integral part of our lives and has enhanced the quality of life for many of us. Assistive Technology creates equal opportunities and access for all learners including students with exceptionalities. In this course, the candidate will investigate the various devices and services available, but more importantly the candidate will develop a real world student-centered assistive technology program that can be applied in the classroom. As well as exploring the theoretical background and framework for understanding assistive technology, the candidate will extend and apply his/her knowledge of different high, mid and low tech devices and services and will reflect on the ethics and application of assistive technology in the classroom.
Learning activities in this course include:
- exploring the theoretical background and frameworks for understanding assistive technology
- extending and applying your knowledge of different high-tech, mid-tech, and low-tech devices and services
- reflecting on the ethics and application of assistive technology in the classroom
- thinking and writing critically about emerging trends in the field
- exploring and reviewing assistive technology hardware and software
- developing strategies for overcoming challenges related to assistive technology use
- understanding the implications for assistive technology in assessment and evaluation practices
- fostering discussion and collaboration with colleagues
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 in-person or virtual practicum OR interactive school experience. We will do our best to place each candidate in a practicum but cannot guarantee an in-person 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
September 2025 (Fall)
| Program Dates | September 2025 — May 2027 |
| Application and Document Submission Deadline | June 15, 2025 |
| Deadline to confirm enrollment and pay the administrative fee | June 30, 2025 |
| Visa submission deadline | August 15, 2025 |
January 2026 (Winter)
| Program Dates | January 2026 — August 2027 |
| Application and Document Submission Deadline | October 15, 2025 |
| Deadline to confirm enrollment and pay the administrative fee | October 30, 2025 |
| Visa submission deadline | December 15, 2025 |
Program Fees
September 2025 (Fall)
| Academic Year | Item | Payment Deadline | Amount |
|---|---|---|---|
| First Academic Year (September 2025 to April 2026) | Administrative Fee and Enrollment Confirmation (Non-refundable unless visa application is denied) | June 30, 2025 | $2,000 |
| Student Fees | July 15, 2025 | $2,084 | |
| Tuition Fees | August 15, 2025 | $13,577 | |
| Total for First Academic Year $17,661 | |||
| Second Academic Year (September 2026 to April 2027) | Student Fees | August 1, 2026 | $2,084 |
| Tuition Fees | August 1, 2026 | $8,750 | |
| Total for Second Academic Year $10,834 | |||
| TOTAL $28,495 | |||
January 2026 (Winter)
| Academic Year | Item | Payment Deadline | Amount |
|---|---|---|---|
| First Academic Year (September 2025 to April 2026) | Administrative Fee and Enrollment Confirmation (Non-refundable unless visa application is denied) | October 30, 2025 | $2,000 |
| Student Fees | November 15, 2025 | $2,084 | |
| Tuition Fees | December 15, 2025 | $13,577 | |
| Total for First Academic Year $17,661 | |||
| Second Academic Year (May 2026 to December 2026) | Student Fees | December 1, 2026 | $2,084 |
| Tuition Fees | December 1, 2026 | $8,750 | |
| Total for Second Academic Year $10,834 | |||
| TOTAL $28,495 | |||
* All fees are in Canadian Dollars (CAD)
Failure to submit the Administrative Fee by the deadline listed above will result in a forfeiture of your seat in the program.
Please note that an additional fee of approximately CAD$100 for books will be required upon arrival.
Program fees include:
- Intercultural Communication Course
- Seven Additional Qualification (AQ) courses
- IELTS preparation
- Experiential programming and workshops
- 20-day practicum or interactive school experiences
- Employment and career preparation
- Student fees
- University Health Insurance Plan (UHIP)
Regulations Concerning Non-Payments of Fees and Charges
Any student with an overdue debt with the University will not be permitted to register in classes or receive examination results, official transcripts, or marks reports until the outstanding account is settled in full or until an acceptable arrangement for settling the account is made by Professional Studies.
In no case will a diploma be produced and provided to a student with an outstanding debt with the University.
Payment Policy for Second Academic Year
Payment Structure & Deadlines
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First Academic Year Fees (Includes Administrative, Student, and Tuition Fees):
- All fees for the first academic year must be paid by their respective deadlines
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Second Academic Year Fees (Includes Student and Tuition Fees):
- Students must pay all second-year fees by August 1st (for the Fall intake) or December 1st (for the Winter intake) of the respective year
Policy on Non-Payment of Second-Year Tuition Fees
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Payment Deadline Enforcement
- Students who do not meet the second-year payment deadlines will receive one reminder notice within 5 business days of the missed deadline
- If payment is not made within 30 days after the initial reminder, the student will be considered in default of their financial obligations
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Program Access Restrictions
Students with unpaid second-year fees will:
- Be unable to register for classes or access learning materials for the second year
- Have grades, transcripts, and examination results withheld until all payments are made in full or an acceptable payment arrangement is in place
- Not be eligible for participation in the 20-day practicum or other experiential activities until fees are settled
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Diploma & Graduation Restrictions
- Under no circumstances will a diploma, certificate, or official graduation documentation be issued to students with outstanding financial obligations
For more information about the Payment Policy, please reach out to professionalstdies@queensu.ca.
Refunds for the Post-Graduate Certificate for Internationally Trained Teachers
September 2025 (Fall)
| Withdrawal Date | Study Permit Rejection with IRCC rejection letter | Other Reasons |
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| On or before August 15, 2025 | Full refund |
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| Between August 16 and September 14, 2025 |
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| After September 14, 2025 | No refunds will be issued, and any remaining balance of fees for the first academic year must be paid | No refunds will be issued, and any remaining balance of fees for the first academic year must be paid |
January 2026 (Winter)
| Withdrawal Date | Study Permit Rejection with IRCC rejection letter | Other Reasons |
|---|---|---|
| On or before December 15, 2025 | Full refund |
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| Between December 16, 2025 and January 14, 2026 |
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| After January 14, 2026 | No refunds will be issued, and any remaining balance of fees for the first academic year must be paid | No refunds will be issued, and any remaining balance of fees for the first academic year must 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.
- There are no refunds for the second academic year’s fees. The policy above applies only to the fees for the first academic year.
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.
FAQs
Will students get a Post-Graduate Work Permit (PGWP) after completing this program?
ITT Students are eligible to apply for a Post-Graduate Work Permit after graduation under CIP 2021 codes:
- 13.0101 – Education, General
- 13.1001 – Special Education and Teaching, General
- 13.1011 – Education/Teaching of Individuals with Specific Learning Disabilities
- 13.1013 – Education/Teaching of Individuals with Autism
- 13.1017 – Education/Teaching of Individuals in Elementary Special Education Programs
- 13.1018 – Education/Teaching of Individuals in Junior High/Middle School Special Education Programs
- 13.1019 – Education/Teaching of Individuals in Secondary Special Education Programs
As part of the ITT program, students take courses that directly address these identified shortages, including:
- Special Education Part 1
- Teaching Students with Communication Needs (Learning Disability)
- Use and Knowledge of Assistive Technology
- Student Assessment and Evaluation
Please note that the final decision on permit approval and duration is determined by Immigration, Refugees, and Citizenship Canada (IRCC). While we cannot guarantee PGWP approval, as it depends on multiple factors, the alignment of our program with identified shortage occupations gives us confidence in our graduates’ eligibility.
Are spouses and partners of ITT students/applicants eligible for a Spousal Open Work Permit (SOWP)?
As of March 19, 2024, spouses/partners of ITT students are no longer eligible for a SOWP.
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.
Can Queen’s guarantee that I will gain OCT certification after completing the ITT Program?
While Queen’s University will work diligently to provide you with information and training within the ITT Program to support your journey towards Ontario College of Teachers (OCT) certification, we cannot guarantee that you will attain OCT certification upon completion of the program. Obtaining OCT certification is dependent on various factors, including meeting the OCT's requirements, completing necessary assessments, and fulfilling any additional conditions that may be attached to your application. Queen’s is committed to assisting you throughout this process, but the ultimate decision regarding certification rests with the OCT. We encourage you to actively engage in the program, seek guidance from faculty and advisors, and diligently fulfill all requirements to enhance your chances of achieving OCT certification.
What does it mean if OCT attaches specific conditions to my application?
If the Ontario College of Teachers (OCT) attaches specific conditions to your application, it typically means that they have identified areas where additional qualifications or coursework are needed for you to become certified as a teacher. This may involve completing additional undergraduate coursework or undertaking Additional Qualification (AQ) programs. These additional requirements could incur extra costs outside the Internationally Trained Teachers (ITT) Program. Furthermore, you may find yourself needing to teach a different age group than the one you are currently qualified for.
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.