Events

Prerequisites

1. General Certificate of Qualification and Registration (CQR) in Good Standing
2. An acceptable university degree or qualifications that the Registrar considers to be equivalent to such a degree
3. Two full-year or equivalent university courses in English.

Note: Course weights vary across institutions. Courses weighted as 3 credits are likely to be half courses.

If you hold a Transitional Certificate of Qualification and Registration, you cannot enroll in an Additional Qualifications course.

Teachers trained outside of Ontario, who wish to teach in Ontario, must be a fully registered member of the Ontario College of Teachers PRIOR to registration in an AQ course. Exceptions may be made for trained teachers from other jurisdictions who do not plan to teach in Ontario. Please contact [email protected] for more information.

Pre-Evaluation

We strongly advise having your transcript evaluated prior to enrollment in a course. Doing so will help us confirm your eligibility. To request a pre-evaluation, please forward a copy of your undergraduate transcript, in addition to the course title you wish to be considered for, and your OCT number to [email protected]. Please allow 5-7 business days for processing.

We cannot guarantee a response for requests received within 10 days of the registration deadline. Registration is also contingent on space availability in the course.

Required Documentation

Upon registration we will confirm, via email from [email protected], documentation required for admission. All documentation must be received by the ASPIRE office prior to the course start date.

Important

Some Western AQ courses are offered in a combined format, where candidates across Schedule A (ABQ), Schedule D, or Schedule E may be combined. As candidates participate in course discussions and collaborative inquiries they work towards achievement of their course-specific expectations. Research has shown that classes of a combined nature provide participants with increased opportunities for social and emotional growth. Participants have been shown to:

• develop more positive peer interactions;
• display greater feelings of comfort and security, and a positive self-concept; and
• have more opportunities for leadership within a community of learners.

(Naylor, 2000; Manitoba Education, 2003)