These courses investigate approaches to music learning, teaching, and assessment through instrumental performance, conducting, listening, analysis and creative problem solving; and personal experience with music and technology (MIDI) and media arts. Candidates will develop a repertoire of diverse teaching and assessment strategies appropriate for Ontario students in grades 7-10. Current music education philosophies, Ministry of Education and Training policy and best practices from the field will be the basis for the designing of curriculum lessons and units. Assignments involve practical applications of methodology and frequent personal reflections on music teaching.

These courses investigate approaches to music learning, teaching, and assessment through vocal and instrumental performance, conducting, listening, analysis and creative problem solving; and personal experience with music and technology (MIDI) and media arts. Candidates will develop a repertoire of diverse teaching and assessment strategies appropriate for Ontario students in grades 7-10. Current music education philosophies, Ministry of Education and Training policy and best practices from the field will be the basis for the designing of curriculum lessons and units. Assignments involve practical applications of methodology and frequent personal reflections on music teaching.

This course is designed to prepare teachers of science in the intermediate division (Grades 7-10). It explores the teaching of selected units in all four strands from the Ontario Science and Technology Curriculum guideline. Attention is paid to the skills of lesson planning, laboratory techniques, teaching strategies, and assessment and resources, through workshops, lectures and lab activities.

This course will consider important contexts as they relate to science and technology in education as outlined in:

• Acting Today, Shaping Tomorrow - A Policy Framework for Environmental Education in Ontario Schools (a policy document on Environmental Education and ways to infuse Environment and Sustainability education into our classrooms)

• Equity and Inclusive Education in Ontario Schools, 2009: (guidelines for school boards- Equity and inclusive education aims to understand, identify, address, and eliminate the biases, barriers, and power dynamics that limit students' prospects for learning, growing and fully contributing to society)

• Growing Success, 2010; Explore the seven fundamental principles and what they mean for instructional decisions

• Connecting the Dots, Key Learning Strategies for Environmental Education, Citizenship and Sustainability. These learning strategies involve students as engaged learners, learning within the context of their communities and addressing relevant, local issues

The focus of the course is on becoming visual arts teachers in the intermediate grades. The course is structured to intersect theory, practice, and studio work in order to explore a) contemporary art and elementary education; b) contemporary issues in pedagogy; c) lesson planning at the elementary level d) the above in relation to Ministry guidelines, assessment, and curriculum development.

This course of study prepares future teachers to design and deliver contemporary dramatic arts instruction for Intermediate level (grades 7-10) learners. Teacher candidates will examine both the research on adolescent development and strategies for effective dramatic arts pedagogies. The course will also explore how teachers can promote student engagement and how to foster a positive, supportive classroom culture. Special attention will be given to such topics as role playing, improvisation, techniques for infusing drama in other disciplines, and the special role that the dramatic arts can play in examining issues of equity, inclusivity and diversity.

The Sustainability course is designed to assist candidates in the Master of Teaching Program in implementing the Ontario curriculum for Environmental Education (MOE 2017) within their subject specializations, and, heeding the United Nations' repeated calls for action on sustainable development, to promote both critical and caring perspectives on the serious ecological and humanitarian challenges we face globally and locally.

The course will survey various aspects of the broad topic space: environmental sustainability education, place-based education, sustainable development goals, global citizenship education, and eco-justice. The course builds upon and compliments learning in the other foundations courses without repeating the content: CTL7074H-Issues in Educational Law, Policy and Ethics; CTL7073H-Indigenous Experiences of Racism and Settler Colonialism in Canada: An Introduction; and, CTL7009H-Anti-Discriminatory Education.

As a part of the Curriculum & Instruction course, this module is designed to introduce you to strategies and approaches for teaching Visual Arts Education and Health & Physical Education (HPE) to Primary and/or Junior learners. This course is designed to help OISE MT students (re)discover the theory and practice of Art Education and HPE, as well as understand and apply the knowledge, skills and attitudes necessary for effective teaching and learning that meets the diverse needs of students. Over the course you will become more competent and confident in working with learning tools and resources in each of these areas of the curriculum; developing lesson themes and ideas; and devising questions and learning activities for students. You will become familiar with the Ontario Ministry of Education curriculum policy documents: The Arts (2009), and Health & Physical Education (2010), core concepts and teaching techniques, methods for integrating Art Education and HPE with other disciplines, including social justice, environmental education and indigenous approaches to knowing. Current ways of thinking about and teaching Art Education and HPE may differ significantly from when beginning teachers were students; therefore one of the aims of the course is to introduce new ways of thinking about these disciplines and their role in contemporary approaches to teaching and learning.

The Curriculum and Instruction in Social Studies and Aboriginal Education course explores the shared histories of Indigenous and settler relationships across Turtle Island and, while recognizing the US/Canadian divisions as colonial constructs, will focus more specifically on the Canadian context. This course provides a practical and conceptual introduction to the teaching of Social Studies (Grades 4-6), History and Geography (7-10) within the context of Aboriginal (First Nations, Métis and Inuit) understandings. This course consists of a series of seminars and workshops designed to emphasize the expectations, pedagogy, methodology and content integrating both Social studies and Aboriginal Studies in the junior/intermediate grades.

The course provides opportunities to develop practical understandings relating to instructional methods and skills through unit and lesson planning, including practical assessment strategies, in a variety of classroom contexts as well as the incorporation of Indigenous and Western knowledges and understandings. It seeks answers to questions of identity, meaning-making, complex issues concerning community and nation, past and present. It looks to bring local histories and traditional ecological knowledges- and to provide a template for understanding the complex interplay relating to constructions of identity (personal, local, and national) and sovereignty.

With a focus on teacher preparation, this course seeks to understand the experiences of Indigenous people in Canada with regard to racism and settler colonialism, focusing on implications for classroom-based, programmatic, and pedagogical practice and reform. Because schooling has a historical and contemporary role in facilitating racism and settler colonialism, especially through the creation of residential schools, this course encourages teachers to become familiar with the consequences of this ongoing history, and to learn strategies to rethink relationships between schools and Indigenous learners and communities.

As a required course in a professional program, there are both professional and academic rationales underpinning this course. Teachers and high schools are governed by a range of shifting and variably interpreted legal, policy and ethical mandates which have been produced in a range of historical, political and institutional contexts. One key aim of this course is to assure that teacher candidates are aware of their professional and legal rights and responsibilities, as defined by national and provincial legislation, local school board policy, and professional advisories. Another aim of the course is to explore ethical nuances and challenges in teaching while aiming to interpret and respond to relevant legislation that helps to define the teacher's professional role. Using academic research literature, policy documents, and case studies, the course blends theory with the consideration of practical in-school situations in order to enable teacher candidates to analyse policy, ethical and legal tensions in teaching. The course thus aims to rigorously explore teachers' professional contexts so as to inform their daily practice through thoughtful ethical reflection in light of legal and policy considerations.

This first year course provides supervised experience in an area of fieldwork, under the direction of faculty and field personnel. Teacher candidates are placed in partnership schools in public and separate school systems and in other settings that use the Ontario curriculum. Teacher Candidates are under the joint supervision of a field teacher on site and an academic staff member at OISE. The teacher candidates will have one placement in each of their divisions. This course is normally open only to students in the Teaching program.

This first year course provides supervised experience in an area of fieldwork, under the direction of faculty and field personnel. Teacher candidates are placed in partnership schools in public and separate school systems and in other settings that use the Ontario curriculum. Teacher Candidates are under the joint supervision of a field teacher on site and an academic staff member at OISE. The teacher candidates will have one placement in each of their divisions. This course is normally open only to students in the Teaching program.

This second year course provides supervised experience in an area of fieldwork, under the direction of faculty and field personnel. Teacher candidates are placed in partnership schools in public and separate school systems and in other settings that use the Ontario curriculum. Teacher Candidates are under the joint supervision of a field teacher on site and an academic staff member at OISE. The teacher candidates will have one placement in each of their divisions. This course is normally open only to students in the Teaching program.

This second year course provides supervised experience in an area of fieldwork, under the direction of faculty and field personnel. Teacher candidates are placed in partnership schools in public and separate school systems and in other settings that use the Ontario curriculum. Teacher Candidates are under the joint supervision of a field teacher on site and an academic staff member at OISE. The teacher candidates will have one placement in each of their divisions. This course is normally open only to students in the Teaching program.

In this course, current issues related to mathematics instruction and their theoretical underpinnings will be explored. We will examine research related to this issues and how the impact they can have on classroom programming. Candidates will have an opportunity to discuss their personal beliefs and views about mathematics education as they bridge theory with practice. Instruction in this course will include lecture, written response, group activities, and group investigations.

In this course, current issues related to literacy instruction and their theoretical underpinnings will be explored. We will examine research related to this issues and how the impact they can have on classroom programming. Candidates will have an opportunity to discuss their personal beliefs and views about literacy education as they bridge theory with practice. Instruction in this course will include lecture, written response, group activities, and group investigations.

This course develops an awareness of and practice in the arts as a means of personal development and as a learning technique. The philosophy and practice of Music and Dance in education will be explored. The possibilities of conceptual development and expansion of THE CREATIVE PROCESS through the art of Music and Dance with a particular focus on the cognitive, social, and artistic development of the child.

This course is designed to assist teachers in the Primary/Junior Division in the development, implementation and assessment/evaluation of Music and Dance focused learning experiences.

Candidates will explore music through singing, movement, musical games, playing instruments (recorder, percussion, djembes and boomwhackers) and developing their listening skills while at the same time creating, composing and improvising.

Current theories of arts in education will be incorporated as participants plan lessons, consider expectation(s) and implement assessment strategies as outlined in the Ministry documents. The use of Music and Dance as art as well as an INTEGRATIVE methodology for learning across the curriculum will provide a framework for the course.

This course develops an awareness of and practice in the arts as a means of personal development and as a learning technique. The philosophy and practice of Dance and Drama in education will be explored. The possibilities of conceptual development and expansion of THE CREATIVE PROCESS through the art of Dance and Drama with a particular focus on the cognitive, social, and artistic development of the child.

This course is designed to assist teachers in the Primary/Junior Division in the development, implementation and assessment/evaluation of Dance and Drama focused learning experiences. Candidates will participate in work that involves games, movement, tableau, role-playing, storytelling, playmaking, writing in role, improvisation, interpretation and presentation. They will learn to explore the elements of dance through creative movement that may be inspired by picture books, visual images, and artworks and music. Candidates will also explore various forms of global dance and genres.

Current theories of arts in education will be incorporated as participants plan drama lessons, consider expectation(s) and implement assessment strategies as outlined in the Ministry documents. The use of Dance, Drama and Music as art forms as well as an INTEGRATIVE methodology for learning across the curriculum will provide a framework for the course.

As a part of the Curriculum & Instruction course, this module is designed to introduce you to strategies and approaches for teaching Visual Arts Education to Primary and/or Junior learners. This course is designed to help OISE MT students (re)discover the theory and practice of Art Education, as well as understand and apply the knowledge, skills and attitudes necessary for effective teaching and learning that meets the diverse needs of students. Over the course you will become more competent and confident in working with learning tools and resources in each of these areas of the curriculum; developing lesson themes and ideas; and devising questions and learning activities for students. You will become familiar with the Ontario Ministry of Education curriculum policy documents: The Arts (2009), core concepts and teaching techniques, methods for integrating Art Education with other disciplines, including social justice, environmental education and indigenous approaches to knowing. Current ways of thinking about and teaching Art Education may differ significantly from when beginning teachers were students; therefore one of the aims of the course is to introduce new ways of thinking about these disciplines and their role in contemporary approaches to teaching and learning methodology for learning across the curriculum will provide a framework for the course.

As a part of the Curriculum & Instruction course, this module is designed to introduce you to strategies and approaches for teaching Health & Physical Education (HPE) to Primary and/or Junior learners. This course is designed to help OISE MT students (re)discover the theory and practice of HPE, as well as understand and apply the knowledge, skills and attitudes necessary for effective teaching and learning that meets the diverse needs of students. Over the course you will become more competent and confident in working with learning tools and resources in each of these areas of the curriculum; developing lesson themes and ideas; and devising questions and learning activities for students. You will become familiar with the Ontario Ministry of Education curriculum policy documents: The Health & Physical Education (2010), core concepts and teaching techniques, methods for integrating HPE with other disciplines, including social justice, environmental education and indigenous approaches to knowing. Current ways of thinking about and teaching HPE may differ significantly from when beginning teachers were students; therefore one of the aims of the course is to introduce new ways of thinking about these disciplines and their role in contemporary approaches to teaching and learning.

This second year course provides supervised experience in an area of fieldwork, under the direction of faculty and field personnel. Teacher candidates are placed in partnership schools in public and separate school systems and in other settings that use the Ontario curriculum. Teacher Candidates are under the joint supervision of a field teacher on site and an academic staff member at OISE. The teacher candidates will have one placement in each of their divisions. This course is normally open only to students in the Teaching program.

The Master of Teaching Research Project is designed to provide a deeper exploration of the interrelationships between educational theory, research, and practice. The overarching goal of this project is to engage students in an in-depth analysis of issues related to curriculum, teaching, and learning through systematic research. The MTRP has value both for students who are intending to pursue a career in classroom teaching, and for students who are planning to pursue doctoral studies. The Project involves the identification of a research problem, a literature review, data collection, data analysis, the construction of a formal report, which is published in a public online repository, and a formal presentation. As part of this process, students develop a variety of research-related skills, including the ability to formulate effective research questions, conduct interviews, review the academic and professional literatures, analyze data, and present research findings.

This course equips students with the math knowledge and skills needed by Primary/Junior and Junior/Intermediate teachers. A strong foundation in math content knowledge is necessary for teachers to build pedagogical content knowledge capacities. Students will develop an understanding of numeracy concepts in: quantity relationships, operational sense and proportional reasoning. The course will build on problem solving content skills in multiplication, division, order of operations, fractions, decimals, percentages, ratios, integers, exponents, manipulating expressions and solving algebraic equations. Students will be immersed in meta-cognition as math learners and will reflect on their own math strengths, needs and learning styles. The course will offer various math pedagogies, such as math games and hands-on activities suitable for elementary classes.

This course will help teacher-candidates develop the theoretical framework, skills, knowledge, and professionalism expected of beginning French teachers at the Primary and Junior levels. Since this course is offered in French, teacher candidates will also have the opportunity of practicing their oral and written French. Teacher candidates will be expected to speak French at all times during class and all written assignments will be submitted in French.

This course provides an introduction to quantitative methods of inquiry and a foundation for more advanced courses in applied statistics for students in education and social sciences. The course covers univariate and bivariate descriptive statistics; an introduction to sampling, experimental design, and statistical inference; contingency tables and Chi-square; t-test, analysis of variance, and regression.

Students will learn to use SPSS software. At the end of the course, students should be able to define and use the descriptive and inferential statistics taught in this course to analyze real data and to interpret the analytical results.

This course will cover: survey sampling, experimental design, and power analysis; analysis of variance for one-way and multi-way data with fixed, mixed, and random effects models; linear and multiple regression; multiple correlation; analysis of covariance.

An exploration of the history and current use of survey research in educational leadership and policy. Topics will include an assessment of the strengths and limitations of the method survey, the selection of samples, questionnaire design, standard measurement instruments used in the field, methods of data analysis (with a focus on using SPSS), the drawing of causal inferences, and presentation of results in a clear and effective manner.

This is an intermediate applied statistics course designed for students who have already taken one course in elementary concepts (e.g., sampling and statistical inference). The course covers the use, interpretation, and presentation of bivariate and multivariate linear regression models, curvilinear regression functions, dummy and categorical variables, and interactions; as well as model selection, assumptions, and diagnostics. Examples and assignments will draw from commonly used large-scale educational datasets.

Students are encouraged to use Stata; the course will also serve as an introduction to this software package (students may instead choose to use SPSS or other software they are familiar with). The objective of the course is to equip students with the skills to use, interpret, and write about regression models in their own research.

This is an advanced applied statistics course designed for doctoral or advanced master's students and serving as a comprehensive introduction to multilevel modelling, also known as "hierarchical linear modelling (HLM)" or "mixed effects modelling." These powerful models have become very common in educational research, both for the analysis of data with a multilevel structure (e.g., students nested in schools, school boards, provinces, or countries) and for the study of educational change (e.g., student learning/growth, school improvement, or organizational change).

The course covers two-level and three-level cross-sectional and growth curve models, as well as model selection, assumptions, and diagnostics. Examples and assignments will draw on data from large-scale national and international datasets; the course will also serve as an introduction to the HLM software package. The objective of the course is to equip students with the skills to use, interpret, and write about multilevel models in their own research.

This course will prepare students to conduct quantitative data analysis for a thesis, dissertation, journal article, or policy report. Students should enter it with 2 pre-requisites: an introductory statistics course, and an intermediate statistics course. They will require knowledge of descriptive statistics, inference and basic regression techniques. This course has 2 broad learning goals. First, it will expose students to 3 advanced statistical techniques and procedures: categorical data analysis, with a focus on logistic regression; causal inference, with a focus on propensity score matching, and missing data analysis, with a focus on multiple imputation. Please note course topics will lean towards sociologically-oriented educational research, and will not cover detailed issues in psychometrics or econometrics. Second, students will receive guidance in the management and analysis of large data sets, including administrative and survey data, and will become acquainted with STATA statistical software. The major assignments will be cumulative in nature, with the final assignment consisting of original data analysis written in the format of a journal article, dissertation/thesis chapter, or technical report that applies each of the above-mentioned statistical techniques. Students can use their own data if they wish, but can also get access to several educational data sets that will be available through the Data, Equity and Policy in Education [DEPE] Lab (www.oise.utoronto.ca/depelab/).