Teacher Professional Development

  • Program Title: Teacher Professional Development
    Credential: Diploma
    Delivery: Online
    Program Length: 3 Semesters (One year)
    Program Availability: Full time or Part time
    Offered: This program is available starting every Monday.

    Program Description


    To maintain their standards of excellence, teachers need to be continually and actively engaged in their own learning throughout their career. The NETC is committed to supporting teachers in this pursuit. Are you a teacher looking to expand your knowledge and skills while sharing promising practices with others? The Teacher Professional Development Program is a learning opportunity for experienced classroom teachers.

    This program prepares teacher candidates and in-service teachers to understanding how digital technologies can be integrated into teaching practices to enhance student learning. Emphasis is placed on 21st century skills and competencies such as teaching students with special needs in inclusive settings, networking, critical thinking, and media literacy.

    Students have a total of fifty-two (52) weeks to complete their program requirements, starting from the date of their first course.

    Students have fifty-two (52) weeks to complete their program requirements, starting from the date of their first course.

    Learning Outcomes


    1. Provide educational support in compliance with pertinent education-related legislation, standards, regulations and policies, health and safety legislation and regulations, as well as organizational policies, practices and procedures.
    2. Develop and implement strategies to promote and support positive school climates that contribute to a safe, caring and secure educational setting.
    3. Collaborate with members of the Individual Education Plan (IEP) team* by assisting in the development and revision of the IEPs of learners with exceptionalities.
    4. Implement components of educational support programs of instruction under the direction and support of the IEP team and/or relevant members of the school community.
    5. Lead by example to promote empathetic, positive and pro-social behaviour in all learners to facilitate the development of social competence in learners with exceptionalities in accordance with their IEPs.
    6. Promote the development of independence in, and provide assistance to, learners with exceptionalities in their performance of routine activities of daily living (ADLs) and instrumental activities of daily living (IADLs) in accordance with their IEPs.
    7. Develop and implement strategies to support learners with exceptionalities in the appropriate use of assistive technologies and daily living aids in accordance with their IEPs.
    8. Monitor, document and report on the behaviour, performance and progress of learners with exceptionalities in accordance with their IEPs.
    9. Prepare and present a plan for engaging in ongoing personal and professional development to promote competence in the educational support field.

  • Admission Requirements


    College Eligibility

    • Ontario Secondary School Diploma (OSSD) or equivalent; OR
    • Academic and Career Entrance (ACE) Certificate; OR
    • General Educational Development (GED); OR
    • Mature Student status (19 years of age or older and without a high school diploma at the start of the program).

    Call the Admissions Office at 1 (800) 267-2577 for more details. Academic prerequisites for this program may be obtained free of charge through Academic Upgrading.

    Application Process
    Program intake – Apply to this program by visiting our Registration page. If you are entering into this program as a mature student please attach your resume when submitting your registration information online.

  • Courses


    2016/2017 Academic Year

    Semester 1
    Basic Study Skills
    Introduction to Learning and Technology
    Computers and Computer Tools for Teaching and Learning
    Instructional Media
    Technology and Instructional Material Selection, Adaptation, and Creation
    Evaluation of Instructional Materials
    Integrating Technology

    Semester 2
    Learning, Teaching, and Educational Psychology
    Cognitive Development and Language
    Self, Social and Moral Development
    Learner Differences and Learning Needs
    Language Development, Language Diversity, and Immigrant Education
    Culture and Diversity The Learning Sciences and Constructivism
    Social Cognitive Views of Learning and Motivation

    Semester 3
    Motivation in Learning and Teaching
    Creating Learning Environments
    Understanding Individuals with Physical, Health, and Multiple Disabilities
    Health Impairments and Congenital Infections
    Curriculum and Individualized Educational Planning
    Task and Situation Analysis
    Assistive Technology
    Augmentative and Alternative Communication

    Every attempt is made to ensure the accuracy of information provided on our website. The College reserves the right to modify any course, program, curriculum, fee, timetable, or campus location at any time.

  • Course Descriptions


    Semester 1
    Basic Study Skills
    This course will enable students to assess their current study skills and plan for improvement. Students will practice time-management techniques for successful studying. Students will learn to develop powerful reading skills and practice memory techniques to enhance ability to learn and improve test performance. This course will also help students to develop specific study skills for mathematics and related subjects and implement an action plan to improve them.

    Introduction to Learning and Technology
    This course will describe and give examples of learning and what constitutes an enhanced learning experience. Students will evaluate given learning scenarios and determine how, when, and why each learning experience could be enhanced. The course will describe examples of technology and educational technology. The course will describe how technology can potentially impact learning in a meaningful manner and generate examples of how this could occur. Students will discuss the evolution of the fields of instructional design, educational media, and educational computing, and describe the contributions of prominent individuals or projects to the development of those fields.

    Computers and Computer Tools for Teaching and Learning
    This course identifies and describes the functions of the main hardware components of a computer system (processor, internal memory, mass storage, input and output devices). The course examines computer software, and identifies examples of systems software and applications software. Students will discuss factors to consider when evaluating computer systems and explore basic troubleshooting techniques to use to resolve routine computer hardware and software problems that can occur in the classroom. The course examines educational applications in which the computer can be used as a teacher or an assistant. The course describes each of the major categories of software productivity tools discussed in this chapter (word processor, graphics, database, spreadsheet, presentation software, multimedia/hypermedia authoring package, telecommunication tool). The course also describes how assistive technology can be used to assist students with special needs.

    Instructional Media
    This course will enable students to distinguish among the concepts of methods, media, and materials. The course will define instructional media and relate their importance in teaching and learning. Students will review the correct procedures for using different medium and discuss the guidelines for using each. Students will also discuss techniques for selecting and combining media for instructional purposes.

    Technology and Instructional Material Selection, Adaptation, and Creation
    This course addresses how to complete an instructional plan by selecting instructional materials that match student’s objectives, learning environment, and instructional activities. The course will distinguish among the concepts of method, medium, and materials and identify sources of existing instructional materials. Students will learn to select, modify, or design instructional materials. The course will outline procedures for acquiring computer software and instructional materials in a manner consistent with current copyright law.

    Evaluation of Instructional Materials
    This course describes the purposes of evaluating the effectiveness of instructional materials. The course will describe the purposes of assessing student learning before, during, and after a learning experience. The course identifies and describes a variety of techniques for evaluating instruction and assessing students and describe their advantages and limitations.

    Integrating Technology
    This course identifies the barriers that commonly inhibit the integration of technology and describes how a technology integration plan, training, and support address those barriers. The course describes the key benefits of investing time, energy, and money for the integration of technology within the classroom and other learning environments.

    Semester 2
    Learning, Teaching, and Educational Psychology
    This course defines the essential characteristics of effective teaching and describes the knowledge that expert teachers draw on. Students will discuss the value of studying educational psychology and explore the roles that theory and research play in the field. Students will also discuss the greatest concerns of beginning teachers.

    Cognitive Development and Language
    This course will provide students with an understanding of development that takes into account three agreed-upon principles. Students will discuss three continuing debates about development and current consensus on these questions. Students will summarize some current research on the physical development of the brain and possible implications for teaching. This course examines how principles and stages presented in Piaget’s theory of cognitive development influence current educational research and practice. This course also examines how the principles presented in Vygotsky’s theory of development influence current educational research and practice.

    Self, Social and Moral Development
    In this course students will examine general trends and group differences in physical development through childhood and adolescence. Students will discuss how the components of Bronfenbrenner’s bioecological model influence development. Students will examine the relationship between parenting styles and children’s development and explore general trends and group differences in the development of self-concept and identity. Students will discuss how positive peer relations (friendships) and negative peer relations (aggression) affect children’s social development. This course will also examine current theories of moral development.

    Learner Differences and Learning Needs
    In this course students will discuss the potential problems in categorizing and labelling students. This course will examine current hierarchical theories and multiple theories of intelligence and explain how intelligence is measured, and discuss what these measurements tell teachers. Students will discuss the values and limitations of considering students’ learning styles and explore the implications of the Canadian Charter of Rights and Freedoms for your teaching. This course will enable students to understand the special educational needs of students with learning challenges and recognize the special educational needs of students who are gifted and talented.

    Language Development, Language Diversity, and Immigrant Education
    This course will enable students to understand how language develops and know how to support emergent literacy. Students will discuss what happens when children develop two languages. This course will address whether dialect differences affect learning. Students will discuss whether English immersion or bilingual instruction is better for English language learners. This course will define sheltered instruction, and explain how it works and discuss how teachers can recognize special learning needs and talents when they do not speak their students’ first language.

    Culture and Diversity
    In this course students will examine how social class, ethnicity, and race influence teaching and learning in a diverse society. Students will discuss the meaning of stereotype threat, and examine its possible effects on student achievement. This course will describe the development of gender identity and the role of gender in teaching and define multicultural education. Students will learn to apply research on diversity to the creation of culturally compatible classrooms.

    The Learning Sciences and Constructivism
    In this course students will examine the collaborative approach that led to the interdisciplinary field of learning sciences. This course will explain different perspectives on constructivism as a theory of learning and teaching and identify the common elements in most contemporary constructivist theories. Students will learn to apply constructivist principles to classroom practice and evaluate the use of community-based activities/service learning. This course will also describe positive and negative influences of technology on the learning and development of children and adolescents.

    Semester 3
    Social Cognitive Views of Learning and Motivation
    This course outlines the basic principles of social cognitive theories of learning and motivation including triarchic reciprocal causality, modelling/observational learning, self-efficacy, and agency. Students will discuss the roles of observation and self-efficacy in learning. This course will describe important components of self-regulated learning and enable students to apply self-regulated learning principles to teaching.

    Motivation in Learning and Teaching
    This course defines motivation, and differentiates among five theoretical explanations for learner motivation. Students will discuss how learners’ needs influence their motivation to learn and examine the different kinds of goal orientations and their influences on motivation. This course defines how students’ beliefs and attributions can influence motivation and describes the roles of interests, curiosity, emotions, and anxiety in motivation. This course will also examine how teachers can influence and encourage students’ motivation to learn.

    Creating Learning Environments
    This course will relate academic learning time and student cooperation to creating and maintaining a classroom climate conducive to academic achievement and socio-emotional well-being. Students will explore the research on the roles of rules, procedures, and consequences in classroom management. Students will discuss how the physical environment can support or interfere with learning, and plan an appropriate arrangement of your classroom. This course will identify strategies for preventing and addressing student misbehaviors, including bullying and characterize successful teacher-student communication.

    Understanding Individuals with Physical, Health, and Multiple Disabilities
    In this course students will explore critical issues in the lives of individuals with physical, health, or multiple disabilities. Students will evaluate educational service delivery systems and the challenges of effective educational inclusion for students with physical or multiple disabilities. This course will identify teacher competencies specific to serving students with physical, health, or multiple disabilities and apply them to the evolving roles of special education teachers. This course will enable students to understand past and present perspectives on individuals with physical, health, or multiple disabilities. Students will compare traditional and evolving definitions, classifications, and models of disability. Students will learn to use disability classifications and labels that are objective, appropriate, and dignified.

    Health Impairments and Congenital Infections
    Students will learn to incorporate strategies for moderating the effects of health impairments and infectious diseases through instructional activities and social interactions. Students will also learn to implement universal precautions and infectious disease transmission prevention in educational environments. This course will define and describe the following health impairments: asthma, diabetes, and cystic fibrosis. This course will describe several associated conditions that frequently accompany specific health impairments and infectious diseases. Students will discuss the potential impact of health impairments and infectious diseases on physical, cognitive, and psychosocial development.

    Curriculum and Individualized Educational Planning
    This course will describe discerning features of the curricular options that can be used to guide students’ educational program planning. This course will identify specific health-related accommodations and specify how they promote the students’ access to, and participation in, the general curriculum. This course will provide examples of educational interventions that can be used to retain grade-level content and student performance expectations while reducing the complexity of activities. This course will enable students to engage in dialogue with general education teachers to determine expectations for all students in the class and explore specific needs of students who require modifications in curriculum content or performance expectations. This course will enable students to engage in dialogue with general education teachers to determine expectations for all students in the class and explore specific needs of students who require modifications in curriculum content or performance expectations. Students will discuss the importance of considering long-range goals in conjunction with the development of short-term IEP goals and objectives for students with disabilities.

    Task and Situation Analysis
    This course will enable students to understand the relationship of curricular scope and sequence to task and situation analysis. Students will learn to use task analysis for formative and summative assessment purposes. Students will learn to use shaping and prompting techniques to promote independent function. Students will learn to create task and situation analyses for a variety of curricular areas.

    Assistive Technology
    This course defines assistive technology (AT) devices and services and describes the legal mandates for AT devices and services. Students will discuss appropriate positioning, seating, and mobility for facilitating physical function and AT use for individuals with physical or multiple disabilities. Students will evaluate AT product features for specific individuals across several areas of function. Students will learn to work as a member of a collaborative team to assess students’ needs for AT and make informed choices about purchasing commercial AT devices. Students will also learn to incorporate a variety of accommodations and modifications into classroom and community learning environments.

    Augmentative and Alternative Communication
    In this course students will be introduced to early communication development and methods to promote its development. This course defines augmentative and alternative communication (AAC). Students will learn to differentiate between form, function, and content of communication and give examples of each. This course will describe strategies that promote nonsymbolic receptive and expressive communication. This course will describe different aided and unaided forms of symbolic communication and describe types of selection techniques, symbols, rate enhancement techniques, and ways to display symbols.

  • Fees & Expenses


    Tuition fees listed are in effect for the 2016-2017 academic year.

    • Application Fee: $100.00
    • Textbooks: $975.00
    • Postal Fee: $49.00
    • Tuition Fee: $3,825.00

    Total Tuition & Fees: $4,949.00