(Direct Entry) Post-Graduate Certificate for Internationally Trained Teachers
Application Deadline
January 30, 2026 (May 2026 intake) |
Program Cost Can$24,000.00 |
Overview
Program Overview
The Faculty of Education at Queen’s University offers a two-year, in-person program for internationally trained teachers who are certified outside Canada. The program provides academic, cultural, and social learning opportunities to support adaptation to the Ontario education system. Participants develop the knowledge, skills, and cultural awareness needed to succeed in local classrooms while preparing to advance their teaching careers in Canada. The program is designed to equip teachers to make a meaningful contribution to their students and communities.
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
- Working with students who identify as LGBTQ2S+
- Working with First Nations, Métis and Inuit children
- 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.
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)
For Direct Entry, candidates must provide proof of language proficiency through one of the tests listed below, demonstrating a level equivalent to CLB 8, unless they have completed their bachelor’s degree in one of the countries listed below.*:
| CLB Level | IELTS Academic | CELPIP | PTE Academic |
| CLB 8 |
Listening: 7.5 Reading: 6.5 Writing: 6.5 Speaking: 6.5 |
Listening: 8 Reading: 8 Writing: 8 Speaking: 8 |
Listening: 71-81 Reading: 69-77 Writing: 79-87 Speaking: 76-83 |
* 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.
If a candidate has a CLB of 7, they are eligible to apply for the ITT Foundation Entry, which includes additional courses on English proficiency in educational contexts. Candidates can apply to the Foundation Entry by clicking here.
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. |
Curriculum
Program Curriculum
Please note: Students are automatically enrolled in these courses as part of their program enrolment.
- 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 cover Ontario’s curriculum, policies, frameworks, strategies and guidelines informed by evidence-based research and practices. You will explore course content by examining instructional best practices and developing practical tasks, exploring effective ways to support all learners in the classroom, collaboratively developing individual education plans (IEPs), and investigating impactful assessment and reporting strategies. This course is designed to view education through a lens of equity, diversity and inclusion, and it also focuses on how to weave Indigenous pedagogies into one’s learning environment in a respectful and appropriate manner. Collaborative discussion with colleagues will be an important aspect of learning throughout this course, and it will conclude with the compilation of a final portfolio.
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Assessment & 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.
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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.
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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.
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Special Education Part 1
This course helps you deepen your understanding of special education through equity, inclusion and anti-oppressive frameworks. You'll develop guiding principles for teaching learners with special education needs, ensuring respectful support that values individual strengths, identities and experiences. Focusing on rights-based frameworks and policies, you'll examine creating inclusive learning environments that address systemic barriers faced by learners with disabilities and marginalized groups. You’ll analyze individual education plans, the identification, placement and review committee process and support models for learners with special education needs. You'll develop practical strategies to identify and support learners using differentiated instruction and a tiered approach, centering learner and family voices. The course also covers essential transition planning strategies.
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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.
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Teaching Students with Communication Needs (Autism Spectrum Disorders)
The additional qualification course, Teaching Students with Communication Needs (autism spectrum disorders), focuses on the development and 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.
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Teaching LGBTQ2S+ Students
Whether we know it or not, gender and sexual diversity exist in all classrooms. The course Teaching LGBTQ2S+ Students will help you understand the experiences of diverse gender identities and sexual orientations, encourage you to challenge your own biases, and provide you with tools to foster a truly inclusive environment for your LGBTQ2S+ students.
In this course, you'll complete practical tasks to broaden your perspective on teaching LGBTQ2S+ students. You'll engage in guided discussions with your colleagues, explore a range of rich resources, learn about gender identities and sexual orientations, and begin your journey toward creating an inclusive, safe and engaging classroom and school community. You will practice implementing these strategies throughout the course as you build your Portfolio and learn to become a vital ally to all LGBTQ2S+ students.
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Teaching First Nations, Métis, and Inuit Children
This course equips educators to apply anti-oppressive principles and thereby create inclusive and equitable learning environments for First Nations, Métis and Inuit children. You will learn to respectfully integrate Indigenous pedagogies and differentiate among the three main Indigenous groups in Canada. The course focuses on identifying and using culturally relevant resources, exploring Two-Eyed Seeing and integrating Ministry of Education policies within Indigenous contexts. Emphasis is placed on learner-centered pedagogy, effective assessment practices and collective responsibility for learning through professional networks. Completing this course will enhance your ability to support First Nations, Métis and Inuit children in all educational settings.
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Teaching Students with Behavioural Needs
This course focuses on the theory and practice to support students with behavioural needs. This course is for those with an interest or background in special education and a desire to extend their knowledge. Candidates will explore program design, implementation, and assessment. You will develop strategies to promote positive learning experiences for students with behavioural exceptionalities. You will be provided with resources to help you guide and support prosocial skills.
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Teaching in Ontario: Foundational Practices Part 1
This course is designed to introduce Internationally Trained Teachers (ITTs) to key aspects of K-12 education in Ontario and Canada. Participants will explore topics such as the Ontario curriculum, STEM and coding education, outdoor learning, Indigenous perspectives in education, adolescent development and foundational human rights in schools. Through hands-on activities and discussions with experienced educators, ITTs will gain essential insights into Canadian teaching practices and classroom environments including cultural differences, supporting their transition into the Ontario education system.
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Teaching in Ontario: Foundational Practices Part 2
Building on the foundations established in PROS802, this course provides ITTs with deeper engagement in professional learning opportunities that enhance their teaching knowledge and expertise. Instruction will focus on advanced topics, including UDL/differentiated instruction, assessment strategies, inclusive education, and pre-practicum preparation and professionalism. Participants will also explore school-community partnerships and strategies for fostering student success. By the end of this course, ITTs will have developed a stronger understanding of the professional expectations and best practices in Ontario classrooms, further supporting their journey toward certification and employment in the education sector.
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.
Dates & Fees
Program Dates
May 2026 (Summer)
| Program Dates | May 2026 — December 2027 |
| Application and Document Submission Deadline | January 30, 2026 |
| Deadline to confirm enrollment and pay the administrative fee | February 15, 2026 |
| Visa submission deadline | April 15, 2026 |
September 2026 (Fall)
| Program Dates | September 2026 — April 2028 |
| Application and Document Submission Deadline | May 30, 2026 |
| Deadline to confirm enrollment and pay the administrative fee | June 15, 2026 |
| Visa submission deadline | August 15, 2026 |
Program Fees
January 2026 (Winter)
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View fee details
January 2026 (Winter)
Academic Year Item Payment Deadline Amount* First Academic Year (January 2026 to August 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 (January 2027 to August 2027) Administrative Fee and Enrollment Confirmation (Non-refundable unless visa application is denied) October 30, 2025 $2,000 Student Fees December 1, 2026 $2,084 Tuition Fees December 1, 2026 $8,750 Total for Second Academic Year $10,834 TOTAL $28,495 Note: The fee of $28,495 only applies to students starting in January 2026 under the previous structure of the ITT Program, which includes 7 Additional Qualification courses, 2 language-focused courses, and a 20-day practicum. This program is being phased out, giving way to the two new streams: Direct Entry and Foundations Entry.
May 2026 (Summer)
| Academic Year | Item | Payment Deadline | Amount* |
|---|---|---|---|
| First Academic Year (May 2026 to December 2026) | Administrative Fee and Enrollment Confirmation (Non-refundable unless visa application is denied) | February 15, 2026 | $2,000 |
| Student Fees | March 1, 2026 | $2,500 | |
| Tuition Fees | March 30, 2026 | $11,000 | |
| Total for First Academic Year $15,500 | |||
| Second Academic Year (May 2027 to December 2027) | Student Fees | April 1, 2027 | $2,500 |
| Tuition Fees | April 1, 2027 | $6,000 | |
| Total for Second Academic Year Can$8,500** | |||
| TOTAL $24,000 | |||
September 2026 (Fall)
| Academic Year | Item | Payment Deadline | Amount* |
|---|---|---|---|
| First Academic Year (September 2026 to April 2027) | Administrative Fee and Enrollment Confirmation (Non-refundable unless visa application is denied) | June 15, 2026 | $2,000 |
| Student Fees | July 1, 2026 | $2,500 | |
| Tuition Fees | August 1, 2026 | $11,000 | |
| Total for First Academic Year $15,500 | |||
| Second Academic Year (September 2027 to April 2028) | Student Fees | August 1, 2027 | $2,500 |
| Tuition Fees | August 1, 2027 | $6,000 | |
| Total for Second Academic Year Can$8,500** | |||
| TOTAL $24,000 | |||
* All fees are in Canadian Dollars.
** Fees for the second academic year are estimates and are subject to change at any time.
Failure to submit the Administrative Fee by the deadline listed above will result in a forfeiture of your seat in the program.
Program fees include:
- Ten Additional Qualification (AQ) courses
- 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):
- o Students must pay all second-year fees by their respective deadlines
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 15 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
May 2026 (Summer)
| Withdrawal Date | Study Permit Rejection with IRCC rejection letter | Other Reasons |
|---|---|---|
| On or before April 15, 2026 | Full refund |
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| Between April 16 and May 14, 2026 |
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| After May 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 |
September 2026 (Fall)
| Withdrawal Date | Study Permit Rejection with IRCC rejection letter | Other Reasons |
|---|---|---|
| On or before August 15, 2026 | Full refund |
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| Between August 16 and September 14, 2026 |
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| After September 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.