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Master of Arts in Child Study and EducationStudent in a classroom

Program Length 2 years (5 Terms) Career Path Become an elementary school teacher (JK-6) Program Requirements 22 half-courses, teaching placements, and a (well-supported) research project Program Highlight Program highlight: Housed at JICS with UofT's Laboratory School Scheduling Options and Mode of Delivery Full-time enrollment only.

Welcome! The Master of Arts in Child Study and Education (MA-CSE) is well-suited to those interested in child-centred, research-informed practice and an inquiry approach to teaching. You don’t need to have a psychology or research background to apply. Our aim is to prepare students for careers as adaptive, compassionate and equitable educators who can infuse research and theory in child study into their teaching to meet the needs of diverse learners and schools. Our students consider the “why” behind everything they do in classrooms.

 

Improve the lives of children by becoming an exemplary teacher. Each lesson starts with the child.

Our faculty:

  • see themselves as learners as well as teachers and researchers
  • are committed to combining scholarship, practice and professional education to meet the needs of ALL learners 
  • support MA CSE students as they learn to use research to continually improve their teaching practice
  • are members of the Dr. R.G.N. Laidlaw Centre for research
  • hold doctoral degrees in developmental psychology and education or related areas
  • started their careers as elementary school teachers

Program Chair: Dr. Yiola Cleovoulou

Core Faculty:  Dr. Jody Chong, Dr. Julie Comay, Dr. Lisa Dack, Dr. Patricia Ganea, Dr. Jenny Jenkins, Dr. Steven Katz, Dr. Kang Lee, Dr. Rhonda Martinussen, Dr. Michal Perlman, Dr. Angela Pyle, Dr. Richard Volpe, Dr. Earl Woodruff

MA CSE Practicum Coordinators: Michelle Drimmie Miller, Ronna Kluger, Anna Totten

One of the key components of an effective teacher education program is that there is a vision for teaching and learning. Since the MA-CSE program and the Lab school share a common vision, student teachers see the vision actualized in practice.

We believe student teachers learn to be teachers through a combination of coursework, extensive practice teaching, studying children, and seeing good practice modelled – both in their academic courses and in practice teaching.

Our program is based on the belief that successful teaching requires a deep understanding of children:

  • Understanding child development theories
  • Learning a range of efective teaching strategies
  • Acquiring an identity as a professional

VISION:

Children are challenged to think independently, use their natural curiosity to critically investigate the social and natural world, and to gain the skills to communicate with others, becoming engaged citizens. Every student is viewed as an individual, unique in her/his combination of developmental readiness, culture, lifestyle, learning approach, temperament, and special talents.

Program Details

Our Master’s program qualifies graduates to teach from JK to Grade 6 in Ontario schools. We are located at the Dr. Eric Jackman Institute of Child Study (JICS), about a 10-minute walk from OISE near Bloor and Spadina.

We believe successful teaching involves understanding child development theories and learning a range of effective, research-informed teaching strategies anchored in inquiry.

Laboratory School Teacher-Researchers at JICS supervise practicum placements in their classrooms and participate in lectures, making direct links between research and practice. Exemplary teachers in Toronto public, Catholic and independent schools also mentor students’ placements, ensuring diverse and varied experiences to inform teaching practice.

In the first year, students are in placements in the morning and classes in the afternoon. This schedule provides a daily opportunity to reflect on your developing teaching practice with classmates and professors, fostering growth and support. In year-2 of the program, you will teach two full days and three mornings per week during your internship. This in-depth placement will further your understanding of children and how they learn.

Core MA CSE faculty teach most of our courses. They are experts in their field of child study. You will learn from world-renowned scholars and researchers who strive to make high quality education accessible to all children. These same professors were once teachers. Other graduate faculty in the Department of Applied Psychology and Human Development teach elective courses; students in the MA CSE program thus profit from participating in a research-oriented department. There are opportunities for further research involvement for those with interest. Our professors welcome student involvement in their labs.

Program Highlights

The Dr. Eric Jackman Institute of Child Study is a hub for excellence in education.
It has an important and unique place in the history of educational excellence, teacher preparation, and child study in Canada. All the different parts of JICS are united in the quest to learn and grow as educators to best meet the needs of children. The MA program, Lab School, Laidlaw Research Centre and EdD program all work together, ask questions and share knowledge.

Extensive Practicum Experience:
Student teachers spend over 450 hours practice teaching (JK to grade 6 classrooms).

Knowledgeable Professors:
Globally renowned faculty teach our courses. Our students are on a first-name basis with them!

Collaboration with the Lab School:
Our students learn from teachers at our award-winning Laboratory School, all of whom are engaged in inquiry projects in their classes.

Research Opportunities:
Research activities are embedded in coursework and labs. Students may volunteer or apply for job opportunities like Work Study positions.

Special Education and Early Childhood Education and Wellness:
Students may focus on one of these domains in their elective courses.

Two Fields of Study:
We offer two field of study options;
Practice-Based Inquiry (PBI) and Research Intensive Training (RIT).

Applications to the RIT field of study will not be accepted for a Fall 2022 start.

Teaching Placements

Practicum placements provide the opportunity to work across a diverse variety of schools, neighbourhoods and different grade levels in classroom settings. They take place in Toronto, within 45 minutes of Jackman ICS by public transit.

Teacher Candidates are assigned to practicum placements in:

  • Toronto District School Board
  • Toronto Catholic District School Board (optional; extra course required)
  • Independent schools in Toronto
  • Based upon the availability of space, students have the opportunity to have one first or second year practicum placement at the Dr. Eric Jackman ICS Laboratory School.
  • All students observe children in the Lab School

The MA CSE program has a unique model for practice teaching. The structure is immensely beneficial as students learn to be teachers:

First year students are required to complete three 8-week teaching blocks throughout the year.

  • A kindergarten placement, a primary placement (Grades 1-3) and a junior placement (Grades 4-6)
  • Placements take place Monday to Thursday in the morning. There is opportunity for immediate reflection and support in afternoon classes.
  • An optional full-time teaching placement in May is available for first and second year students. Students may gain experience in a special education environment or make contacts in a school of interest.


Second year students complete a full-time teaching internship in one of the terms (fall or winter). The other term is an academic term.

  • Placements are comprised of full days on Monday and Tuesday and mornings only on Wednesday, Thursday and Friday.
  • The 13-week internship allows students to develop the range of skills and experiences necessary to lead a classroom.
  • All interns are in placements the week after Labour Day. This is a unique opportunity to learn how teachers establish classroom culture and procedures at the beginning of the school year.

Courses

YEAR 1 COURSES

Course Code Course Title
APD2200Y Child Study: Observation, Evaluation, Reporting, and Research
APD2201Y Childhood Education Seminar
APD2210Y Introduction to Curriculum I: Core Areas
APD2220Y Teaching Practicum
APD2270Y Introduction to Special Education and Adaptive Instruction

 

 

 




*All students must all take three half-course electives in their first year.

  • Students in the PBI field must also complete the following course: APD1226H Foundations in Inquiry and Data-based Decision-Making.
  • Students in the RIT field must also complete the following course: APD1209H: Research Methods and Thesis Preparation in APHD.
  • Students without undergraduate courses in child development must take APD1201H (Child and Adolescent Development) as one of their electives.
  • Students who wish to teach in the Roman Catholic Separate Schools of Ontario are required to take a religious education course in addition to their regular electives (fee applies). Students interested in this option should contact the Continuing and Professional Learning Department at OISE.

YEAR 2 COURSES

Registration in the second year is contingent upon successful completion of all first year work.



Academic Term:

Course Code Course Title
APD2211H  Theory and Curriculum I: Language and Literacy

APD2212H Theory and Curriculum II: Mathematics

APD2214H  Curriculum and Pedagogies for Cross-Curriculum Teaching

 

 

 


Internship Term:

Course Code Course Title
APD2202H Childhood Education Seminar II: Advanced Teaching

APD2221Y Advanced Teaching Practicum (full course)

 


 

Students in the PBI field must also complete the following courses in year 2 of the program:

Course Code Course Title
APD 2222H Professional Practice Project: Role A
APD 2223H Professional Practice Project: Role B

 

 

 

Students in the RIT field must also complete APD2001Y: Major Research Paper in Year Two of the program. The MRP must be completed by the end of the winter term in order to graduate.

In addition, all students in our program must demonstrate knowledge of the acts and regulations respecting education in Ontario.

Our department offers elective courses related to areas of emphasis in our program. Offerings may vary slightly each year.

  • Special education (e.g. ADHD, Autism, Reading Disabilities, etc.)
  • Early childhood education (e.g. Play and Education, Psychological Foundations of Early Development & Education, Social-Emotional Development and Applications, etc.)
  • Wellness (e.g. Mental Health in the Classroom, Mindful Self-Compassion for Educators, Preventative Interventions for Children at Risk, etc.)

Students may focus in one area or explore a range of interests.

Fields of Study

The program offers two fields of study. 

1. Practice-Based Inquiry (PBI) in Psychology and Educational Practice
This field of study is for those who wish to become classroom teachers and acquire the skills to continuously grow, improve and lead. PBI was created to match what leaders in education across Ontario report that they want to see in schools: 1) Inquiry 2) Collaboration 3) Continuous Improvement.

  • Informed teaching with consideration to child development theory
  • Learn to translate educational theory and research into evidence-informed practice
  • Learn strategies for teaching based on exemplary practice models and recent research on teaching methods
  • Students complete a well-supported research project
  • Placements and observation in the JICS Lab School under supervision of mentor teacher-researcher

Note that our new EdD program may be an eventual option for PBI graduates interested in doctoral education.

2. Research-Intensive Training (RIT) in Psychology and Education

Applications to the RIT field of study will not be accepted for a fall 2022 start.

This competitive field of study (only a few admitted) provides a unique opportunity for future teachers interested in elementary certification and research in psychology and education. Students accepted into the Research-Intensive Training (RIT) field of study must complete a major research paper (MRP) in order to graduate. RIT students have a strong research background and are interested in the possibility of further graduate study. They may be knowledgeable about research methods/data analysis, have written a thesis or have been involved in a research lab.

For more information on research in the CSE program, please see Research at JICS.

Admission Requirements

  • A 4-year bachelor’s degree with a mid-B, (73%-76%) or better in the final year from a recognized university.
    • Your undergrad may be in any academic discipline.
    • Undergraduate degrees must have sufficient academic content for us to gauge your academic aptitude. Approximately 75% of your courses must be comprised of academic work like readings, essays and critical analysis. Courses in areas like dance or studio art, or courses with practical or sports components are not considered academic.
    • If applying in your 4th year, the Registrar’s Office will look at your 3rd year marks. Acceptance in this case would be conditional on 4th year marks.
    • If your bachelor’s degree was completed on a part-time basis, the Registrar’s Office will look at the average from your 5 most recent, senior-level full courses (or equivalent).
  • Experience working with groups of children, preferably in responsible positions. This may be paid or volunteer work.
  • A satisfactory vulnerable sector police check (VSS) is a requirement prior to having direct contact with students. Without a satisfactory VSS, schools will not allow teacher education candidates to participate in practice teaching.
  • Successful interview
  • Applicants to the RIT field of study generally have some research background and knowledge of research methods.

Degree Requirements

  • 22 half-courses (or equivalent)
  • Successful placements in both Year 1 and Year 2
  • Students in the Research-Intensive Training field must complete a Major Research Paper
  • Demonstrate knowledge of the acts and regulations respecting education in Ontario


The program is completed on a full-time basis:

  • Year 1: Courses and practicum September to April, courses during spring and summer
  • Year 2: Courses and practicum in one term (internship term), courses only in the other (academic term)

Registration in the second year is contingent upon successful completion of all first-year work.

Combined Degree Programs

For students interested in combining an undergraduate degree with a master’s degree focused on education, we offer a Combined Degree Program (CDP). The CDP is an opportunity to focus studies and use 1.0 credits (usually two half courses) toward each degree, thereby saving time. 

  • UofT: Honours Bachelor of Science, Specialist in Psychology & OISE: Master of Arts in Child Study and Education
  • UofT: Honours Bachelor of Science, Specialist in Exceptionality in Human Learning & OISE: Master of Arts in Child Study and Education
  • UofT: Honours Bachelor of Science, in Psychology & OISE: Master of Arts in Child Study and Education 
  • UofT Victoria College Education & Society & OISE: Master of Arts in Child Study and Education
     

Each Combined Degree Program leads to both an Honours Bachelor’s degree from the University of Toronto and a Master of Arts in Child Study and Education (MA‐CSE) degree from OISE, including qualifications to teach JK-Gr 6 in Ontario schools.

How it Works:

  • Students in their third year of one of the above Bachelor’s programs at the University of Toronto may apply for the Combined Degree Program with the MA CSE.
  • Initial applications are made by expressing interest to your undergrad Registrar’s Office in fall of year 3 (Principal’s Office at UVic). Once approved, students may formally apply to the CDP.
  • Upon conditional acceptance, students will take courses during their University of Toronto program that can go towards both their undergraduate degree and the MA CSE degree.
  • Students who take the combined program pay the same tuition as students in the regular MA CSE program. However, you will save time because the two electives count toward each degree.
  • The combined program provides additional opportunities to become involved with Jackman ICS and OISE.
  • Registraton fee is $125.

CDP Admission Requirements

For Conditional Acceptance

To be considered for one of the Combined Degree Programs and conditional admission to the Master of Arts in Child Study and Education program, students must meet the following minimum admission requirements:

  1. Be registered in their 3rd year of a Bachelor's Degree Program, in one of the programs listed above.
  2. Have a minimum third year AGPA of 3.7.
  3. Must have experience working with children.

Please Note: Meeting the minimum requirements does not guarantee admission to the program.

For Full Acceptance

To have the conditions lifted from the offer of admission and to gain full acceptance to the MA‐CSE program at the end of Year 4, students must meet the following requirements:

  1. Have minimum fourth year AGPA of 3.7.
  2. Have a graduate average grade of at least B+ in the 1.0 FCE graduate courses taken between Years 3 and 4 of their undergraduate program.
  3. Demonstrate Bachelor's degree conferral.
  4. Meet all qualifications as specified by the MA‐CSE program (under “Admission Requirements”)

CDP Elective Requirements

Students with conditional acceptance to the MA CSE program must take 1.0 FCE (normally two half-year courses) between Years 3 and 4 of their undergraduate program.

The following are examples of recommended elective courses that are typically offered. Combined Degree Program students will be integrated in classes with non‐CDP students from across the Department of Applied Psychology & Human Development. 
 

Early Childhood Education Electives

It is recommended that students anticipating early years employment complete one graduate level early childhood elective course.

Course Code Course Title
APD1211H Psychological Foundations of Early Development and Education
APD1238H Special Topics: Symbolic Development and Early Learning
APD1256H Child Abuse: Intervention and Prevention
APD1272H Play and Education
APD1279H Preventative Interventions for Children at Risk
APD2252H Independent Reading and Research (in ECE)
APD3203H Children’s Theory of Mind Special Education Electives 

 

 

 

 

 




Special Education Electives

It is recommended that students complete one graduate level elective in special education.

Course Code Course Title
APD1238H   Special Topics: Executive Functions and Education, Research and Practice
APD1238H   Mental Health in the Classroom: How Educators Can Help Our Most Vulnerable Students
APD1238H Special Topics:   Autism – Understanding of Self and Others
APD1284H  Psychology and Education of Children and Adolescents with Behavior Disorders
APD1285H Psychology and Education of Children with Learning Disabilities
APD2252H Independent Reading and Research (in Special Education)
APD2292H Assessment for Instruction
APD2296H Reading and Writing Difficulties

 

 

 

 

 

 





Other Recommended Electives

Course Code Course Title
APD1294H  Technology, Psychology and Play
APD1296H Assessing School‐Aged Language Learners
JHC1251H Reading in a Second Language







OISE reserves the right to cancel courses for which enrolment or resources are insufficient.


Timeframe for Applying to CDP

Important Dates:

 

  • Fall of year 3, undergraduate studies: Express interest to your Office of the Registrar
  • January of year 3: Apply to the Combined Degree Program
  • May: Registration for those admitted in the Combined Degree Program
  • Fall and winter terms of year 4: Take electives that count toward both undergraduate and MA CSE degrees (one half course each term)
  • September: Start of Combined Degree Program in MACSE Program

For more information and to apply please contact your University of Toronto Department.

 

Apply Now

1. Please review the Admission Requirements listed above.

2. Stick to the Timeline

  • Opening date (for a September 2021 start): Late September 2021
  • Application deadline: Mid-November, 5:00pm EST (specific date TBD)
  • Program start date:  September (no January start)
  • Next available program start date: September 2022
  • Applicants can expect to hear back by March.

**Only applications received by this deadline will be considered. No advantage is given to early applications.

3. Gather Application Components

Transcripts

  • It’s not necessary to submit official transcripts unless you receive an offer of admission.

  • Unofficial transcripts are a requirement. Please ensure that your uploaded transcripts are legible, accurate and complete (not missing pages). Upload one electronic or scanned transcript from each and every post-secondary institution you have attended (including OISE and the University of Toronto). Instructions are provided within the online application system.
     

Letters of Reference

​Two supporting letters of reference are required:

Resume (with experience summary chart)

  • Résumé or Curriculum Vitae: Please include all experience working with children – paid and volunteer. All experiences with children are valued, especially those in leadership roles with groups of children. Include your completed experience summary chart at the bottom of your resume document.
     

Statement of Intent

  • You will be asked 3 questions about your teaching and learning interests, your experiences with children and your learning hopes related to equity. Answers should be no more than 250 words per question.
     

For International Applicants

  • Only candidates with very strong English language proficiency and qualifications (high grades and extensive experience managing groups of children) will be considered for admission. The Office of the Registrar and Student Services website has application and related information that will be of assistance.

4. Understanding Tuition and Support Options

5. Apply Now!

Funding Options and Awards

Explore OISE Graduate Funding and General Funding options for registered students below:

Application details will be communicated to CSE students each fall and winter.


Dr. Eric Jackman Institute of Child Study - Application Awards
(registered students must apply to be considered)

CHILD STUDY BURSARY:
The Child Study Bursary, funded by Jackman ICS and the St. George’s Society is to be awarded on the basis of financial need to students in the Child Study and Education MA program. Descriptions of financial need should not exceed one typed page, double-spaced. Application info is made available in the Fall and Winter terms. Decisions regarding this award are made by the Jackman ICS Awards Committee.

FRANCE RICHARDS FUNDING:
The Frances Richards Award is awarded to MACSE students with demonstrated financial need facing emotional challenges. Applications are generally made available in the fall and winter terms.


JEFFREY DRDUL MEMORIAL AWARD IN SPECIAL EDUCATION
This award was established by Mrs. Lorraine Drdul in the memory of her late son, Jeffrey Drdul. Jeffrey, who was perceptually handicapped, attended special education classes in Toronto public schools as well as two schools for learning disabled children. To be awarded to one or more students in the Masters of Arts in Child Study in Education program at OISE based on financial need. Preference will be given to a student with a focus on special education.

JOY PENNER FUNDING
This bursary is awarded on the basis of financial need in an emergency situation. Decisions regarding this award are made by the Jackman ICS Awards Committee. Applications are usually made available in the fall and winter terms.

MARGARET KIDD CONFERENCE FUNDING
Small grants are provided to assist CSE students in attending conferences that will enrich their professional education. Preference will be given to applications related to the early years. The fund was established to recognize Margaret Kidd’s lifetime of professional achievement in this area. Awards are based on the student’s record, the relevance of the proposed conference to the education and care of young children, and plans to ‘report back’ on the conference to the Jackman ICS community. Preference is given to students in the second year of the program. Applications are normally made available in the fall and winter terms. Students are welcome to apply at any point during the year.

ROBERT SETH KINGSLEY GRADUATE STUDENT FELLOWSHIPS
This award was established in memory of Robert Seth Kingsley who was a student in the Dr. Eric Jackman Institute of Child Study Laboratory School. It is granted to one or two students in the MA program in Child Study and Education. Awards will be made on the basis of financial need potential for excellence and leadership in special education, demonstrated by an ability to integrate scholarship and practice. Two letters of reference are required to support the application. Applications are available in the winter. Award recipient announcements will be made at the CSE MA Graduation Reception at Jackman ICS in June.

WILLIAM WATERS GRADUATE AWARD IN TEACHER EDUCATION
Established in 2015, the William Waters Graduate Awards in Teacher Education are to be awarded to graduate students enrolled in the Master of Arts Child Study & Education program on the basis of financial need. Preference will be given to visible minority or Indigenous student(s).


Dr. Eric Jackman Institute of Child Study - Nomination Awards
(faculty/staff nominations determine award winners)

DR. ERIC JACKMAN INSTITUTE OF CHLD STUDY PRACTICE TEACHING AWARD
These awards will be given out to year-two students who have demonstrated excellence in teaching practice. There will be a call for nominations from mentor teachers via Practicum Coordinators in the winter/spring.

DR. ERIC JACKMAN INSTITUTE OF CHLD STUDY PREVENTION OF CHILD ABUSE AWARD
One award will be given out to a student who has demonstrated outstanding research or practice in child abuse prevention. There will be a call for nominations in the winter/spring from faculty and staff familiar with student work in this area.

DR. ERIC JACKMAN INSTITUTE OF CHLD STUDY RESEARCH AWARD
One or more awards will be given out to year-two students who have demonstrated excellence in research. There will be a call for nominations from departmental faculty in the spring.

DR. WILLIAM E BLATZ AWARDS
In memory of the Jackman ICS Founding Director, Dr. William E. Blatz, two or more awards are given in recognition of students who make significant contributions to the Jackman ICS community. Recipients are chosen from among the Leighton McCarthy nomination pool. The Jackman ICS Awards committee will solicit nominations in the spring.

GORDON CRESSY STUDENT LEADERSHIP AWARDS (UNIVERSITY OF TORONTO AWARD)
The Gordon Cressy Student Leadership Awards were established in 1994 by the University of Toronto Alumni Association and the Division of University Advancement in order to recognize students who have made outstanding extra-curricular contributions to their college, faculty or school, or to the university as a whole. This award is administered through the University of Toronto, with some nominations solicited through the Jackman ICS Awards Committee. Each year, the Awards Committee receives notification from the university and collects nominations from Jackman ICS faculty and lab school administration. Selected nominees will then be asked to submit documentation for award consideration. Recipients are presented with the Cressy Award at a ceremony, normally in the winter.

LEIGHTON MCCARTHY MEMORIAL SCHOLARSHIP FUND
This award was established in 1977 by the Hope Foundation in memory of Mr. Leighton McCarthy, a former governor of the University of Toronto who gave his residence at 45 Walmer Road to the university. This residence is now the home of the Dr. Eric Jackman Institute of Child Study. The award is granted annually to one or two second-year students in the Master of Arts in Child Study and Education program. Selection is made on the basis of scholastic excellence and contribution to the life of the Jackman Institute. Financial need may also be considered. 

ROBERT SETH KINGSLEY ENTRANCE AWARD
This award was established in memory of Robert Seth Kingsley who was a student in the Dr. Eric Jackman Institute of Child Study Laboratory School. It is awarded to one or two outstanding applicants to the MA program in Child Study & Education. Consideration for this award will be based on financial need, as well as evidence of a strong interest in special education in a requested chart and in applicant letters of intent.


Graduate Awards at OISE 
(MA CSE students are eligible)

More information on these awards are available on the Graduate OISE Awards page under “Department Specific Awards – Child Study and Education MA Program”.

MEMORIAL SCHOLARSHIP FUND
To be awarded to an MA CSE student based on financial need and demonstrated academic promise. The award was established by friends and family of Amanda Marie Cowan who passed away in 2007.

VARI AWARD
This is an annual nomination award of $10,000 per year. Each year, one MA CSE student in their first year of the program is selected. Students are nominated based on financial need, academic merit, and the potential to contribute to the teaching profession. Recipients may receive the award in year-2 of the program provided they achieve a B+ average on OISE/UT course work.

 

 

Associate Teacher Resources

The MA-CSE program philosophy is based on the belief that successful teaching requires a deep understanding of children. 

Our program’s strong focus on classroom practicum experience builds links to child development, research, and teaching and assessment practices and approaches. Teacher Candidates have the opportunity to acquire and consolidate professional knowledge, skills, and attitudes through a range of placement experiences over the two years of the program, supported and supervised by extraordinary Associate Teachers and Practicum Coordinators.

Information for Associate Teachers

Expectations for Students:

In Year 1, practicum expectations are based on a growth mindset and build over time beginning with a focus on observation in the classroom.  Teacher Candidates then proceed to working with individuals and small groups, and finally to planning or co-planning units of instruction and taking responsibility for teaching whole mornings.

In Year 2, the Teacher Candidate assumes increasing responsibility for planning and implementing cross-curricular teaching units and assessing and evaluating student learning.
 

Resources for Associate Teachers (ATs):

Please read the Practicum Handbook 2020 – 2021. It provides detailed information about placement organization, roles and responsibilities and expectations. Also included are evaluation guidelines, general  information (i.e., attendance, accommodations, policies on equity and diversity and sexual harassment, professional activity days, etc.) as well as information on standards of practice.

Below are quick links to the most commonly requested information for Associate Teachers.

YEAR 1

YEAR 2

*Please note: Documents may be subject to change in response to Covid-19.

Contact Us

Program Coordinator: 
Vanessa Dane
vanessa.dane@utoronto.ca


Office of the Registrar and Student Services (ORSS) Contact:
Heather Haslett 
Registration Specialist 

oise.masters@utoronto.ca