Professional Development Program (PDP)

Fall 2025

Education spécialisée
PDP 1620	Part I
Know the theories and practices related to special education. Analyze student characteristics and pedagogical approaches. Develop learning situations. Study the laws, policies and programs governing special education. Understand the importance of involving parents and guardians.
PDP 2620	Partie II
Deepen the concepts and principles that support the teaching and learning of special needs children. Analyze resources, strategies, processes and interventions. Develop individualized programs based on formal and informal assessments. Interpret and communicate results. Investigate legal issues.
PDP 3670	Specialist
Study the role of leader and resource person. Conduct in-depth analysis of laws, regulations and policies. Develop, adapt and modify individual plans, expectations and teaching programs. Develop communication and collaboration skills. Develop training workshops

Jardins d'enfants
Understanding of Ontario Ministry of Education curriculum, policies and guidelines for early childhood education, exploration of child-related theories, understanding of a variety of conceptual frameworks related to this age group, exploration of early childhood play theories, and exploration of the development of oral language, reading and writing stages in early childhood.
PDP 1649	Part I
PDP 2649	Part II
PDP 3649	Specialist

Santé et Éducation physique (Cycles primaire et moyen)
PDP 1821	Part I
Study theories and practices related to health and physical education. Analyze Ontario curriculum expectations, policies and guidelines. Examine student development. Study program development, implementation and evaluation.
PDP 2821	Part II
Explore theories and practices of health and physical education teaching. Analyze safety principles. Develop, evaluate and modify programs to meet specific student needs. Analyze research.
PDP 3821	Specialist
Study leadership skills in health and physical education in the primary and junior divisions. Ensure implementation of Ontario curriculum, policies and guidelines. Develop, implement and evaluate programs. Investigate safe, inclusive and equitable learning environments. Develop training workshops.

PDP 1605	Mathématiques 7e et 8e années (Annexe C)
Enable teachers to use a critical and pedagogical approach to explore, in a holistic and integrated way, mathematical concepts studied in grades 7 and 8.

PDP 1685	Enseignement aux élèves ayant des besoins particuliers en communication - trouble du spectre de l'autisme (TSA)
Understand students with special needs related to autism spectrum disorders and know how to intervene with them. Improve teachers' professional practice, broaden their knowledge and develop their skills. Explore theoretical foundations and pedagogical practices that promote student development. Plan, develop and implement differentiated programming and specialized teaching strategies that focus on the needs of these students and promote their academic success.

PDP 1685

Enseignement aux élèves ayant des besoins particuliers en communication - trouble du spectre de l'autisme (TSA)

Understand students with special needs related to autism spectrum disorders and know how to intervene with them. Improve teachers' professional practice, broaden their knowledge and develop their skills. Explore theoretical foundations and pedagogical practices that promote student development. Plan, develop and implement differentiated programming and specialized teaching strategies that focus on the needs of these students and promote their academic success.

French as a Second Language * see important notice at the bottom of the page
A linguistic test (written and oral) will be required if your Bachelor of Education was done in English.
PDP 1660	Part I
The course leading to the additional qualification French as a second language, part 1 explores the theoretical foundations, engage learners in collaborative and self-directed learning, program planning and implementation, assessment, the learning environment, and the ethical aspects to be considered in teaching and learning at all levels. This course is designed specifically for French-language teachers who wish to improve their teaching practices and planning for teaching the French as a second language curriculum. Teachers who enroll in this course have French language skills, as well as knowledge and experience in this area. Modeling positive learning experiences that reflect empathy, professional knowledge, ethical practice, leadership, and lifelong learning is essential to implementing this course.
PDP 2660	Part II
Examining the theories and practices of teaching basic, intensive or immersion French as a second language. Develop teaching activities based on the Ontario curriculum. Study innovative programs. Tailor expectations to student needs. Study learning assessment strategies. Analyze resources. Study electronic sources and software relevant to the Field.
PDP 3660	Specialist
Focus on the theories and practices of leadership in second language learning. Develop, implement, and evaluate Ontario's curriculum. Develop communication skills. See to the promotion of best practices. Integrate information technologies and software relevant to the field. Develop training workshops.

Health and Physical Education (I-S)
PDP 1227	Part I
Overview of theory and practice in health and physical education in the intermediate and senior divisions; study of current Ontario curriculum, board policies and guidelines; overview of the design, implementation, and assessment of programs; examining inclusive and equitable learning environments; accessing resources; overview of current research.
PDP 2227	Part II
Application of theory and practice in health and physical education in the intermediate and senior divisions; study of current Ontario curriculum, board policies and guidelines; strategies for designing inclusive and equitable learning environments that reflect individual student needs; accessing and evaluating resources; reflecting on research to build student commitment to healthy living.

Health and Physical Education (P-J)
PDP 1421	Part I
Overview of theory and practice in physical and health education in the primary and junior divisions; study of current Ontario curriculum, board policies and guidelines; overview of program design, implementation and assessment; learning about inclusive and equitable learning environments; exploring collaboration within the educational community; accessing resources; overview of current research.
PDP 2421	Part II
Analysis of theory and practice in physical and health education in the primary and junior divisions; study of current Ontario curriculum, board policies and guidelines; implementing and evaluating programs; designing inclusive and equitable learning environments; accessing and evaluating resources; integrating technology; reflecting on research to develop student commitment to healthy living.

Special Education
An overview of theory and practice underpinning Special Education; studying commonalities that unite students, program planning and delivery issues; creating safe, equitable, accessible and supportive teaching-learning environments, exploring legislation policy and program development; individualizing and modifying assessment and instruction; establishing the teacher-school-parent-guardian-community relationships.
PDP 1220	Part I
This 1st part intended to enhance professional practice and extend knowledge and skills in the delivery of Special Education Course.
PDP 2220	Part II
This 2d part intended to enhance professional practice and extend and apply knowledge and skills in the design and delivery of Special Education course.
PDP 3270	Specialist
This 3d part intended to enhance professional leadership practice and the collective integration of knowledge and skills through critical reflection and inquiry as outlined in the Special Education course.

Mathematics (P-J)
PDP 1232	Part I
Overview of theory and practice in mathematics education in the primary and junior divisions; analyzing current Ontario curriculum, policies and guidelines; overview of program design, implementation and assessment; study of basic concepts in mathematics; learning how to provide inclusive and equitable learning environments; integrating information and communication technology.
PDP 2232	Part II
Examination of theory and practice in mathematics education in the primary and junior divisions; study of current Ontario curriculum, policies and guidelines; examining fundamental concepts in mathematics; studying learner development; accessing and evaluating resources; reflecting on current research and its implications for classroom practice; integrating information and communication technology.
PDP 3232	Part III
Focus on leadership skills in mathematics education in the primary and junior divisions; facilitating implementation of current Ontario curriculum, policies and guidelines; designing, implementing and assessing programs; designing inclusive and equitable learning environments; facilitating establishment of collaborative educational networks; identifying, accessing and evaluating resources; developing strategies for facilitating integration of technology.

Winter 2026

Education Specialisée
PDP 1620 (QA)	Part I
Know the theories and practices related to special education. Analyze student characteristics and pedagogical approaches. Develop learning situations. Study the laws, policies and programs governing special education. Understand the importance of involving parents and guardians.
PDP 2620 (QA)	Part II
Deepen the concepts and principles that support the teaching and learning of special needs children. Analyze resources, strategies, processes and interventions. Develop individualized programs based on formal and informal assessments. Interpret and communicate results. Study legal issues.

Santé Et Éducation Physique (Cycles Primaire Et Moyen)
PDP 1821 (QA)
Know the theories and practices related to special education. Analyze student characteristics and pedagogical approaches. Develop learning situations. Study the laws, policies and programs governing special education. Understand the importance of involving parents and guardians.

PDP 1685	Enseignement aux élèves ayant des besoins particuliers en communication - trouble du spectre de l'autisme (TSA)
Understand students with special needs related to autism spectrum disorders and know how to intervene with them. Improve teachers' professional practice, broaden their knowledge and develop their skills. Explore theoretical foundations and pedagogical practices that promote student development. Plan, develop and implement differentiated programming and specialized teaching strategies that focus on the needs of these students and promote their academic success.

PDP 1685

Enseignement aux élèves ayant des besoins particuliers en communication - trouble du spectre de l'autisme (TSA)

Understand students with special needs related to autism spectrum disorders and know how to intervene with them. Improve teachers' professional practice, broaden their knowledge and develop their skills. Explore theoretical foundations and pedagogical practices that promote student development. Plan, develop and implement differentiated programming and specialized teaching strategies that focus on the needs of these students and promote their academic success.

Special Education
An overview of theory and practice underpinning Special Education; studying commonalities that unite students, program planning and delivery issues; creating safe, equitable, accessible and supportive teaching-learning environments, exploring legislation policy and program development; individualizing and modifying assessment and instruction; establishing the teacher-school-parent-guardian-community relationships.
PDP 1220	Part I
This 1st part intended to enhance professional practice and extend knowledge and skills in the delivery of Special Education Course.

French as a Second Language * see important notice at the bottom of the page
A linguistic test (written and oral) will be required if your Bachelor of Education was done in English
PDP 1660 (QA)	Part I
The course leading to the additional qualification French as a second language, part 1 explores the theoretical foundations, engage learners in collaborative and self-directed learning, program planning and implementation, assessment, the learning environment, and the ethical aspects to be considered in teaching and learning at all levels. This course is designed specifically for French-language teachers who wish to improve their teaching practices and planning for teaching the French as a second language curriculum. Teachers who enroll in this course have French language skills, as well as knowledge and experience in this area. Modeling positive learning experiences that reflect empathy, professional knowledge, ethical practice, leadership, and lifelong learning is essential to implementing this course.
PDP 2660 (QA)	Part II
Examining the theories and practices of teaching basic, intensive or immersion French as a second language. Develop teaching activities based on the Ontario curriculum. Study innovative programs. Tailor expectations to student needs. Study learning assessment strategies. Analyze resources. Study electronic sources and software relevant to the Field.

Important Notice for Teachers Wishing to Register for PDP1660 – AQ in Teaching French as a Second Language (FSL)

The PDP1660 course (Additional Qualification in Teaching French as a Second Language – FSL) is specifically designed to prepare teachers for teaching French as a Second Language in Ontario’s English-language school boards.

This AQ is intended for teachers who wish to teach French as a Second Language (FSL) in programs such as Core French, French Immersion (early, middle, extended, late) offered in English-language schools.
The curriculum documents are in English because they are intended for teaching French as a Second Language in English-language school boards.
1. Candidates who have not receive their Teacher Education program in French must pass a language proficiency test.

This AQ is not designed for:

Teaching in ALF (Actualisation linguistique en français) or PANA (Programme d’appui aux nouveaux arrivants) programs in French-language school boards.
Preparing to teach French as a first language (L1) in a minority Francophone context.
Finding strategies to teach French to non-Francophone students enrolled in a French-language school.

To register, you must wish to teach French as a Second Language in an English-language school and be prepared to work with the Ontario Ministry of Education’s FSL curriculum documents recognized by English-language school boards.

We therefore invite you to carefully ensure that this AQ aligns with your professional goals before registering.

If you have any questions, please feel free to contact us.

Announcements

Reduced prices - Fall 2025

French as a second Language (FSL) AQ: $299
Alumni Discount for all AQ and ABQ courses (except those with a current promotion): $40

A.I., Robotics and Programming at the elementary level

Discover the latest workshop - An introductory course for teachers !

Consult the details and register today

Registration form

If you intend to take an Additional Qualification or an Additional basic qualification, fill the registration Form below and email it to [email protected] before the registration deadline.

Apply now

Intent Form

The Intent Form will allow you to identify your courses of interest. Not all courses are listed on the website. We have the option to deliver an Additional Qualification or an Additional Basic Qualification, if a minimum of participants are registered.

Important

Courses offered by the University of Ottawa Faculty of Education meet the requirements of the Ministry of Education (regulations 298/90 and 176/10). The Faculty of Education is an approved provider by the Ontario College of Teacher.

The courses in the PDP are not credited.

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