GTFs are graduate students who serve as the sole instructor of a Bachelor of Education course. The GTF is responsible for all aspects of curriculum and assessment. Most fellowship nominations are adjudicated by the Fellowship Committee of the School of Graduate Studies through annual competitions. Others are administered by departments.
GDE/PME 833 Supporting Innovative Thinking – 0.50 credit course
Leaders in classroom practice are concerned with the quality of both their own and their students’ thinking. This course provides guided opportunities to investigate and implement newer frameworks for practice, especially those intended to support students in becoming independent and innovative thinkers. Decisions about how learning is structured and managed and how students participate and interact will be considered in light of their potential to propel students’ thinking forward, deeper and in more creative directions.
Location: Asynchronous, online. Note: this is a predeveloped course.
Schedule: July 8, 2024 – August 23, 2024
Approx. Enrolment: 40
GDE/PME 841 Critical Foundations of Literacy – 0.50 credit course
This course provides an overview of the history of literacy instruction and currently accepted theories of literacy development. Participants will develop conceptual frameworks to understand literacy from cognitive and sociocultural perspectives and will gain an understanding of the how these different perspectives condition the range of roles and responsibilities of an instructional leader of literacy education
Location: Asynchronous, online. Note: this is a predeveloped course.
Schedule: July 8, 2024 – August 23, 2024
Approx. Enrolment: 40
GDE/PME 861 Change Management in Educational Organizations – 0.50 credit course
This course offers a critical study of change management in educational organizations, exploring ideas of transition, restructuring, systemic development, progress, and equity. Participants will consider how to work towards student, institution, and community success and well-being.
Location: Asynchronous, online. Note: this is a predeveloped course.
Schedule: July 8, 2024 – August 23, 2024
Approx. Enrolment: 40
PME 815 Digital Literacy – 0.50 credit course
This course will introduce participants to what it means to implement critical digital literacy skills in their professional and everyday lives. The course will explore emerging digital technologies, how to use the tools effectively, and consider the implications of what it means to be digitally literate in our current context.
Location: Asynchronous, online. Note: this is a predeveloped course.
Schedule: September 16, 2024 – November 22, 2024 and January 6, 2025 – March 14, 2025
Approx. Enrolment: 40
GDE/PME 820 Indigenous Leadership and Knowledge – 0.50 credit course
The primary expected outcome of this course is an understanding of Indigenous approaches to education, leadership, and knowledge from the perspective of Culture-Based Education. Students are encouraged to engage in peer-to-peer learning to expand upon their own awareness and challenge preconceptions. Because of this, this course is encouraged for students from all backgrounds with varying levels of cultural awareness.
Location: Asynchronous, online. Note: this is a predeveloped course.
Schedule: January 6, 2025 – March 14, 2025
Approx. Enrolment: 40
GDE/PME 863 Equity-Focused School Leadership – 0.50 credit course
This course explores the impacts of policy and politics on educational administration, with particular focus on both internal and external influences on schools. Focal points include decision-making, legislation, unions, public opinion, and the media. Course modules will include topics such as Equity-Focused School Leadership, and How to build Equity-Focused Systems.
Location: Asynchronous, online. Note: this is a predeveloped course.
Schedule: September 16, 2024 – November 22, 2024 and January 6, 2025 – March 14, 2025
Approx. Enrolment: 40
PME 894 Introduction to Educational Fieldwork – 0.50 credit course
Students will explore the relationship between practice, literature, investigation, and the ethical responsibilities associated with pursuing deep understanding in practice. This course will help students identify and frame problems of practice, pursue questions using meaningful approaches, conceptualize data, and mobilize new knowledge.
Location: Asynchronous, online. Note: this is a predeveloped course.
Schedule: January 6, 2025 – March 14, 2025
Approx. Enrolment: 40
GDE/PME 813 Knowledge Translation and Mobilization – 0.50 credit course
Knowledge translation (KT) and mobilization (KMb) includes efforts to strengthen connections between research, policy and practice in public service sectors. This course looks at the theory, science and practice of KT/ KMb in order to enable practitioners to find, share, assess and apply evidence in their particular professional setting.
Location: Asynchronous, online. Note: this is a predeveloped course.
Schedule: January 6, 2025 – March 14, 2025
Approx. Enrolment: 40
GDE/PME Qualifications and Job Requirements
In depth knowledge and experience in teaching in the subject area. Demonstrated interpersonal and teaching skills, including the ability to collaborate and work with faculty members, staff, and students with diverse backgrounds. Graduate Teaching Fellows are the instructors of record for the course and carry full responsibility. Duties include responding to student queries, grading assignments, and reporting grades.
Graduate Teaching Fellows are expected to comply with all Faculty of Education and Queen’s University Policies. Candidates must be prepared to work outside of the regular 9-5 work week. Must have a valid SIN at time of application and for the duration of the course. Must be a current PhD student at Queen’s University with advanced progress in the doctoral program with completed comprehensive examinations. Preference will be given to qualified PhD students who have not previously had a Graduate Teaching Fellowship.
PROF 502 Introduction to Indigenous Studies for Teachers – 0.167 credit course
This course will examine the history, culture, and diversity of Indigenous Canadians. It will also introduce teacher candidates to the concept of culture-based education, and will aid them in finding ways to integrate Indigenous perspectives into their classrooms. Finally, it will discuss the realities of life in Northern Canada.
Locations: Greater Toronto Area (GTA) and Kingston. Travel is required between sites each weekend.
TEMS Schedule: September 14-15, October 19-20, November 16-17, and December 14-15.
Approx. Enrolment: 40
PROF 504 Educational Technology as a Teaching and Learning Tool – 0.25 credit course
This course will explore the integration of educational technology as a tool to support teaching and learning in K-12 classrooms. The range of topics will include Internet literacy and technologies that support student learning in various domains, group collaboration and personal expression. Particular attention will be paid to assistive technology and its use with special needs students. In small groups, participants will design technology-involved solutions to specific teaching and learning problems. Participants' technology-related presentation skills will be expanded through the creation of rich-media presentations of their design solutions.
Locations: Greater Toronto Area (GTA) and Kingston. Travel is required between sites each weekend.
TEMS Schedule: September 14-15, October 19-20, November 16-17, and December 14-15.
Approx. Enrolment: 40
PROF 417 Theory and Professional Practice – 0.25 credit weight
Focuses on connecting practicum experiences with on-campus learning and introduces the process of constructing and documenting professional knowledge. This course emphasizes understanding and improving teaching and learning and associated classroom practices.
Locations: Greater Toronto Area (GTA) and Kingston. Travel is required between sites each weekend.
TEMS Schedule: September 14-15, October 19-20, November 16-17, and December 14-15.
Approx. Enrolment: 40
FOUN 100 Psychological Foundations of Education – 0.167 credit course
This course introduces teacher candidates to the psychological foundations of education. It involves readings, lectures, group activities and presentations. Topics covered will include theories that relate to classroom teaching and an exploration of mental health issues as well as the role of educators in supporting student's mental health.
Locations: Online.
TEMS Schedule: September 14-15, October 19-20, November 16-17, and December 14-15.
Approx. Enrolment: 40
PRAC 427/437/447 Practicum (Faculty Liaison)
The practicum is an integral part of the teacher education program, involving practical experiences in observing and teaching in schools. The duration of practice teaching in schools meets the minimum requirements set by the Ontario College of Teachers.
Locations: Greater Toronto Area (GTA) and Kingston. Travel is required between sites.
TEMS Schedule: Fall 2024
Approx. Enrolment: 40
FOUN 101 Foundations of Assessment – 0.167 credit course
This course introduces teacher candidates to the foundations of classroom assessment and evaluation. Students will engage in examining assessment theory, policy, and practice in relation to the current context of contemporary schooling. Emphasis will be placed on the intersection of assessment practices and principles of teaching and learning. Specifically, topics related to assessment for learning and assessment of learning will be covered in addition to assessment design and principles for fair student assessment.
Locations: Greater Toronto Area (GTA) and Kingston. Travel is required between sites each weekend.
TEMS Schedule: January 11-12, February 8-9, March 29-30, and April 12-13.
Approx. Enrolment: 40
PROF 505 Meeting the Needs of Learners – 0.25 credit course
This course brings together concepts, ideas and understandings introduced in practicum and on-campus learning, as well as thinking and practices initiated through such Ministry of Education documents as Learning for All; the School Effectiveness Framework; Growing Success; the First Nation, Metis and Inuit Education Policy Framework, and others. Candidates will deepen their understanding of Universal Design for Learning and Differentiated Instruction, as well as other practices, and improve their ability to plan and implement these kinds of approaches in order to respond to all their students and tailor their instruction appropriately.
Locations: Greater Toronto Area (GTA) and Kingston. Travel is required between sites each weekend.
TEMS Schedule: January 11-12, February 8-9, March 29-30, and April 12-13.
Approx. Enrolment: 40
PROF 507 Transitions and Pathways – 0.25 credit course
This course will examine the transition process that students undertake, starting from elementary to secondary school, through secondary school, and into the variety of postsecondary options currently available. Teacher candidates will explore resources that support a strong commitment to programming that responds to the interests, strengths, needs, and goals of all students. A focus on individual pathways to success will be paramount. This course will also investigate the factors that facilitate or hinder successful transitions and the importance of students, educators, parents/guardians, and the broader community working together to support students in successful career and life planning.
Locations: Greater Toronto Area (GTA) and Kingston. Travel is required between sites each weekend.
TEMS Schedule: January 11-12, February 8-9, March 29-30, and April 12-13.
Approx. Enrolment: 40
PRAC 447/467 Practicum (Faculty Liaison)
The practicum is an integral part of the teacher education program, involving practical experiences in observing and teaching in schools. The duration of practice teaching in schools meets the minimum requirements set by the Ontario College of Teachers.
Locations: Greater Toronto Area (GTA) and Kingston. Travel is required between sites.
TEMS Schedule: Winter 2025
Approx. Enrolment: 40
PROF 310 Self as Professional – 0.50 credit course
Introduction to professional judgement and decision making as it relates to the beginning teacher. Exploration of legal rights and responsibilities as professionals and reflection on and thinking critically about experiences in classrooms and host schools, adapting practices for exceptional learners and addressing equity issues faced in schools.
Locations: Hybrid. Combined Pikangikum, Manitoulin-North Shore, Lambton-Kent, Mushkegowuk Territory and Tyendinaga section. Travel is required between sites.
ITEP Schedule: September 13-15, October 18-20, November 15-17, December 13-15, January 10-12, February 7-9, March 28-30, and April 11-13.
Approx. Enrolment: 88
PROF 180 School Law and Policy – 0.25 credit course
This course, obligatory for all candidates seeking an Ontario Teacher's Certificate, provides an overview of the legal aspects of teaching in Ontario. Attention is focused on the Education Act, R.S.O. 1990 and the Teaching Profession Act, R.S.O. 1990, and selected regulations supporting these statutes. Teacher candidates receive basic information about the legal duties of education personnel; the teacher's contract of employment and related job security procedures; and the purposes, structure and practices of the teacher associations in Ontario.
Location: Online.
ITEP/FSLM Schedule: September 13-15, October 18-20, November 15-17, and December 13-15.
Approx. Enrolment: 120
FOUN 100 Psychological Foundations of Education – 0.167 credit course
This course introduces teacher candidates to the psychological foundations of education. It involves readings, lectures, group activities and presentations. Topics covered will include theories that relate to classroom teaching and an exploration of mental health issues as well as the role of educators in supporting student's mental health.
Location: Online.
ITEP/FSLM Schedule: September 13-15, October 18-20, November 15-17, and December 13-15.
Approx. Enrolment: 120
PROF 310 Self as Professional – 0.50 credit course
Introduction to professional judgement and decision making as it relates to the beginning teacher. Exploration of legal rights and responsibilities as professionals and reflection on and thinking critically about experiences in classrooms and host schools, adapting practices for exceptional learners and addressing equity issues faced in schools.
Location: Kingston.
Schedule: Fall/Winter, September 1, 2024 – April 30, 2025.
Approx. Enrolment: 105
PROF/PRAC 410 Theory and Professional Practice & Practicum (PJ)
Introduction and extension of learning to connect practicum experiences with on-campus learning and to develop the process of constructing and documenting professional knowledge. This course emphasizes understanding and improving learning and teaching and associated classroom practices.
Note: The person acts as "Faculty Liaison" (or Practicum supervisor) for their teacher candidates and is expected to comply with all Faculty and University policies related to Practicum supervision in a timely manner. Must have a valid driver’s license and be prepared to commute to your assigned school. Travel as per Queen’s University policy.
Location: PROF 410 Kingston. The practicums take place in Ontario schools within the designated catchment area, which includes 26 boards spanning from Burlington to Cornwall. Travel outside of the Kingston area will be required.
Schedule: Fall/Winter, September 1, 2024 – April 30, 2025
Approx. Enrolment: 15-20
PROF/PRAC 411 Theory and Professional Practice & Practicum (IS)
Introduction and extension of learning to connect practicum experiences with on-campus learning and to develop the process of constructing and documenting professional knowledge. This course emphasizes understanding and improving learning and teaching and associated classroom practices.
Note: The person acts as "Faculty Liaison" (or Practicum supervisor) for their teacher candidates and is expected to comply with all Faculty and University policies related to Practicum supervision in a timely manner. Must have a valid driver’s license and be prepared to commute to your assigned school. Travel as per Queen’s University policy.
Location: PROF 411 Kingston. The practicums take place in Ontario schools within the designated catchment area, which includes 26 boards spanning from Burlington to Cornwall. Travel outside of the Kingston area will be required.
Schedule: Fall/Winter, September 1, 2024 – April 30, 2025.
Approx. Enrolment: 15-20
CURR 355 Language and Literacy (PJ) – 0.50 credit course
Teacher candidates will be introduced to instructional practice in the language arts. The course will examine instructional principles for the teaching of the following components of literacy: phonemic awareness, phonics, fluency, vocabulary and reading comprehension, the writing process, the use of informational and narrative texts from JK to grade 8. Teacher candidates will be introduced to the Ontario literacy documents and Language curriculum.
Location: Kingston.
Schedule: Fall/Winter, September 1, 2024 – April 30, 2025.
Approx. Enrolment: 38
FOUN 100 Psychological Foundations of Education (PJIS) – 0.167 credit course
This course introduces teacher candidates to the psychological foundations of education. It involves readings, lectures, group activities and presentations. Topics covered will include theories that relate to classroom teaching and an exploration of mental health issues as well as the role of educators in supporting student's mental health.
Location: Blended, Kingston and online.
Schedule: Fall, September 1, 2024 – December 31, 2024.
Approx. Enrolment: 499
FOUN 101 Foundations of Assessment (PJIS) – 0.167 credit course
This course introduces teacher candidates to the foundations of classroom assessment and evaluation. Students will engage in examining assessment theory, policy, and practice in relation to the current context of contemporary schooling. Emphasis will be placed on the intersection of assessment practices and principles of teaching and learning. Specifically, topics related to assessment for learning and assessment of learning will be covered in addition to assessment design and principles for fair student assessment.
Location: Blended, Kingston and online.
Schedule: Fall, September 1, 2024 – December 31, 2024.
Approx. Enrolment: 499
FOCI 206 STEM Education (PJIS) – 0.50 credit course
This course is designed to enhance teacher candidates' capacities to create authentic STEM activities using project-based and inquiry-based learning principles. In addition, teacher candidates will learn how to integrate STEM with other disciplines, such as social studies and the arts. Teacher candidates will have opportunities to explore STEM education in various settings and contexts, including nature walks, maker spaces, coding, space exploration, and theatre. Moreover, students will develop the ability to create culturally responsive activities that address various forms of diversity and inclusion, such as cultural and linguistic diversity, Indigenous education, 2SLGBTQ+ issues, and critical disability studies. The course will also explore the creation of authentic assessments within the context of STEM education.
Location: Kingston.
Schedule: Fall/Winter, September 1, 2024 – April 30, 2025.
Approx. Enrolment: 30
CURR 643 Mathematics (IS) – 1.0 credit course
This course explores the relationship between theory and practice of teaching mathematics in the Intermediate and Senior levels. Integrating relevant ideas and content from psychology, sociology and mathematics education, the course provides teacher candidates with the opportunities to develop a critical appraisal of curriculum documents and associated professional resources. Teacher candidates will engage in collaborative activities that give them opportunities to move from a concern about teaching into a concern about the impact on students¿ learning. An integrated approach to the teaching and learning of mathematics considers technology, diverse teaching and learning strategies, the nature of assessment and evaluation of student mathematics achievement, and current trends in classroom practice.
Location: Kingston.
Schedule: Fall/Winter, September 1, 2024 – April 30, 2025.
Approx. Enrolment: 34
BEd Qualifications and Job Requirements
In depth knowledge and experience in teaching in the subject area. Demonstrated interpersonal and teaching skills, including the ability to collaborate and work with faculty members, staff, and graduate students with diverse backgrounds. Graduate Teaching Fellows are the instructors of record for the course and carry full responsibility. Duties include planning, preparing class materials, teaching, meeting with and/or responding to student queries, grading assignments, and reporting grades.
Graduate Teaching Fellows are expected to comply with all Faculty of Education and Queen’s University Policies. Candidates must be prepared to work outside of the regular 9-5 work week. Must have a valid driver’s license, and ability to drive in Ontario. Must have a valid SIN at time of application and for the duration of the course. Must be a current graduate student at Queen’s University. Preference will be given to qualified PhD students who have not previously had a Graduate Teaching Fellowship.
Application Instructions
The process of assigning a qualified graduate student to this position is outlined in the Collective Agreement between the Public Service Alliance of Canada (PSAC) and Queen’s University. Applications will be reviewed, and the position allocated in reference to candidates’ teaching and academic experience as it applies to the course subject field and in reference to the candidates’ priority for a Graduate Teaching Fellowship as specified by the Collective Agreement.
Submit applications in ONE PDF file to employment.education@queensu.ca addressed to Dr. Lindsay Morcom, Associate Dean, Graduate Studies Faculty of Education. Only those applicant(s) who will be offered a Graduate Teaching Fellow will be contacted.
A complete application consists of:
a) a cover letter (for each course you are applying to outline your relevant experience, OCT certification, PhD field of study, and any teaching experience).
b) a statement regarding Canadian citizenship / permanent resident status (e.g., “I am a Canadian citizen / permanent resident of Canada”; OR “I am not a Canadian citizen / permanent resident of Canada”).
c) a complete and current curriculum vitae (C.V.).
d) a copy of your transcript(s) and other materials of the applicant’s choice to support the application (for example, a teaching dossier).
e) the names and contact information of two referees.
The University invites applications from all qualified individuals. Queen’s is strongly committed to employment equity, diversity, and inclusion in the workplace and encourages applications from Black, racialized/visible minority and Indigenous/Aboriginal people, women, persons with disabilities, and 2SLGBTQ+persons.
Accommodation Requests
If you require a timetable or practicum location accommodation, please follow the process for submitting Tier 1, 2, or 3 requests. More information on this process can be found here Information for Instructors | Office of the Provost and Vice-Principal (queensu.ca). To submit your Tier 2 & 3 request, please email edudeans@queensu.ca.
Posted on: April 25, 2024
Deadline to apply: May 3, 2024