Now taking registrations for Summer 2024 AQ courses.
AQ courses we offer…
The Ontario School Counsellors’ Association offers Additional Qualification Courses in Guidance and Career Education Parts I, II and Specialist (Part III) in Winter, Spring and Summer and Fall.
What sets us apart…
OSCA’s online, interactive courses are user friendly and allow real-time practice of the skills needed for the effective Guidance Teacher-Counsellor. We offer an optional virtual classroom where we meet in real time to practice counselling skills, listen to guest speakers, and watch videos. This feature is very popular and it is what really makes OSCA’s AQ a uniquely engaging experience.
As part of your OSCA AQ registration, you receive a complimentary OSCA membership for the upcoming (or current) school year if you do not already have one. As such, you will have access to the OSCA member’s lounge which is full of resources for guidance counsellors in Ontario. Each person will receive the weekly OSCA News (from Sept to June), and OSCA Today, the professional magazine of the association, published three times a year.
Meet our instructor…
Current Instructor: Angela Ventrice Honour’s B.A. B.Ed., OCT, Guidance and Career Education Specialist
OSCA’s AQ instructors are required to be OCT certified and to have successfully completed Guidance and Career Education Parts 1, 2 and Specialist. They must be currently working in a Guidance and Career Education capacity in a school board or independent school; have at least five years of teaching experience in the field; and have demonstrated leadership in Guidance and Career education.
Angela Ventrice has been teaching for more than 28 years and has taught the Guidance and Career Education AQ courses with the Ontario School Counsellors’ Association for 4 years. At school, Angela has been working in Guidance for more than 19 years.
Her background with Guidance-related resources has been varied. She has been a writer of various career education materials and career education exemplars, and a reviewer of our AQ guidelines for the Ontario College of Teachers.
She has presented workshops at the Ontario School Counsellors’ Association on topics of leadership, Guidance issues, and mindfulness . She has received the prestigious Howard R. Beattie Award for Contribution to Counsellor Professional Development. She is also a SMART (Stress Management and Resiliency Techniques) Education Instructor. THE SMART Education program is managed by smartUBC, a not for profit unit of the University of British Columbia and coordinated through the Faculty of Education. In Ontario it is delivered through the not for profit Mindfulness Everyday.
Please do not hesitate to contact your instructor if you have any questions! They are here for you and your continuing education.
Course fees, registration, withdrawals and refund policy….
Course Fee: $675 There is no text for this course.
Students must be OCT certified to register for an AQ course with us. Your OCT number will be required as part of the registration process.
Withdrawals prior to the commencement of the course date including those for medical reasons or ineligibility will result in a refund of the course fee (less a $100 administrative processing fee). The refund will be processed in approximately 10 business days.
If withdrawal occurs after the commencement of the course and prior to midpoint of the course, a 50% refund (less a non-refundable $100 administrative processing fee) will be issued if written notification is received by email to oscadesk@gmail.com. Summer course midpoint will be 2 weeks; Fall/Winter/Spring courses midpoint will be 4 weeks. Should withdrawal from a course occur after the midpoint, no refund will be issued. No deferrals or resumption of AQ courses will be permitted to other sessions.
Course technology requirements…
For each course, you will require earphones and a microphone to participate. A built-in microphone is acceptable, but please ensure you use earphones. (Using external speakers causes unwanted background noise in the online classroom.) You can find a cheap set of earphones/earbuds at any dollar store.
The videos and interactive nature of the course require the most recent Adobe Reader (http://get.adobe.com/reader/) and Quicktime (http://www.apple.com/quicktime/download/) downloads. Both of these are free downloads.
If you choose to log in at school you may experience some difficulty. Please check with your help desk and they will be able to assist you. You should have no difficulty from your home computer.
Before the course begins…
Once registered, you will receive an email containing a link to OSCA’s virtual classroom, as well as a user login ID and password. Please bookmark this classroom link for easy access in the future. When you are first able to login, we suggest you review all the required modules in the course and map out gauge your time lines.
Attendance expectations…
Following an adult education model, students are expected to put in the required hours (125) to complete the learning tasks. Students are strongly encouraged to participate in the weekly online classes whenever possible since these are a highlight of our program. Our most positive student feedback relates to these sessions.
Accessibility Services and Supports
We are committed to providing an inclusive learning environment that respects the diverse needs and abilities of all learners. Our approach to accessibility is informed by the Ontario Human Rights Code and the Accessibility for Ontarians with Disabilities Act, 2005. We strive to ensure that all participants have equitable access to course materials, resources, and activities. Some examples of how we assist students include the following.
Flexible Learning Formats: Course content is presented in multiple formats to accommodate diverse learning styles and preferences.
Assistive Technology Support: Guidance on using assistive technologies and software tools is provided when necessary to enhance accessibility for all learners.
Socioeconomic Accessibility: We recognize the socioeconomic diversity of our learners and strive to ensure that access to technology and resources is not a barrier to participation. Alternative options for accessing course materials offline or through low-bandwidth connections are available upon request.
Universal Design for Learning (UDL): Our course design incorporates Universal Design for Learning principles, offering multiple means of representation, engagement, and expression to support diverse learners.
Feedback and Support: Personalized feedback and support are available to address individual needs and challenges. We are committed to identifying and removing barriers to participation as they arise.
Collaborative Learning: Opportunities for peer collaboration and support are facilitated within the course, allowing learners to benefit from diverse perspectives and expertise.
If you require any accommodations or have specific accessibility needs, please contact your course instructor to discuss how we can best support you.
Assessment, evaluation, and course completion requirements…
Assessments for and of learning are built-in throughout all the learning tasks (written assignments, presentations, discussion posts) to provide timely feedback to assist candidates in maintaining a satisfactory level of learning/work. Please note that a grade of ‘incomplete’ or “complete” is given.
All assignments are due by the end of your course. We use an adult education model – you are responsible for your learning and are in charge of your learning. Any extensions must be negotiated with the instructor. The maximum allowable date for extensions must not exceed five days following the conclusion of the course.
At the end of each course session, the AQ instructor will report all student pass/fail grades to the Office Administration Coordinator and Additional Qualifications Manager up to a maximum of two weeks from the course completion date. The Office Administration Coordinator will upload marks to the OCT within fourteen days of receiving them and will double check the accuracy of the upload within one week. The Additional Qualifications Manager will issue a letter of completion or incompleteness of the course to each student within fourteen days after receiving marks from the AQ Instructor. This letter may be useful to show an employer your course completion status.
Integrity and appeals procedure…
Academic honesty is expected from all candidates. Plagiarism may be dealt with by the instructor giving a “0” on any assignment containing plagiarism in the course. A grade of “not recommended” may be awarded to the candidate guilty of academic dishonesty.
Appeals: At OSCA/ACOSO, candidates may appeal program procedural requirements, evaluations, or other program requirements through the process outlined below.
All appeals must begin with informal resolution outlined in Steps 1 and 2 below.
Questions regarding appeals can be directed to the OSCA/ACOSO Association Manager, via oscadesk@gmail.com or 519-800-0872.
Step 1: Informal Resolution with the AQ Instructor
In the case of a dispute, candidates must first attempt to resolve the issue with the instructor. This discussion should take place as soon as possible, or at the latest, within 10 days after the date of the matter at issue. When communicating with the AQ Instructor, candidates should be clear about the rationale for disputing the decision/evaluation and any proposed remedy for resolving the matter. Should the matter not be resolved with the AQ Instructor, and should the candidate wish to pursue the matter, the candidate can proceed to Step 2.
Step 2: Informal Resolution with the OSCA/ACOSO Association
If the matter is not resolved with the AQ Instructor, candidates have the option of submitting their concern in writing to the OSCA/ACOSO Association Manager at oscadesk@gmail.com. Step 2 should be initiated within 10 days after the date of the last interaction with the AQ Instructor. When making their written request to the Association Manager, candidates should specify the rationale for disputing the decision/evaluation, the outcome of the attempted informational resolution with the AQ Instructor, and the candidate’s suggested remedy for resolving the matter.
In most cases, these informal steps with the AQ Instructor and/or with the Association Manager should suffice to resolve the matter. Should informal resolution fail to resolve the dispute, the candidate may file a formal written appeal to the President of the Ontario School Counsellors’ Association.
Step 3: Initiating a Formal Appeal with the Ontario School Counsellors’ Association
In order to initiate a formal appeal with the Ontario School Counsellors’ Association, the candidate must submit a completed copy of the Notice of Appeal form in the link below, to the President of OSCA/ACOSO at oscadesk@gmail.com. The notice of formal appeal must be submitted within four weeks of the decision the candidate wishes to appeal. This notice must summarise the nature and grounds of the appeal, any decisions appealed against, and relevant facts and allegations. Detailed supporting documentation may be attached.
OSCA/ACOSO Application for a Formal Appeal
Once the formal appeal has been filed with the OSCA/ACOSO Administration Coordinator for the President, the President will consult with the OSCA/ACOSO Executive members, AQ Instructor, and Association Manager. The President will render a decision within four weeks after the formal appeal has been filed. The decision will be final and conveyed to the student. All records of the appeal will be kept on file for seven years, along with the student’s final evaluation.
Confidentiality, security and integrity policy…
AQ course participant prerequisites, marks and course completion status is confidential information and will be shared with the student, instructor, Office Administration Coordinator, and Additional Qualifications Manager only. Successful course completion data will be shared with OCT. Any additional data sharing must adhere to the FIPPA and MFIPPA. The Excel Spreadsheet of marks will be password protected. Student data will be kept for seven years. Course completion data will be kept in an Excel Spreadsheet, and shared with the OSCA/ACOSO Board of Directors, as an ongoing file. Data that is kept will be generic: identifying number who completed, number who withdrew and number who did not complete the course. Names and other personal data will not be shared with BOD members. General, non-identifying information garnered from the course evaluations will be shared with the OSCA/ACOSO Board of Directors for the purpose of course improvement only.
Website Security: OSCA uses a double firewall. Web Application Firewall and Local Website Firewall to scan all incoming requests to shield against online threats. We use Cloudflare Enterprise WAF to provide SQL injection prevention, DDoS protection and block other security events. We use daily offsite backups. We use a managed hosting service on Canadian servers by Hostpapa. Online purchases are protected by SSL Security.
Course Description…
Everything from Creating Pathways to Success, Community Connections – Experiential Learning, and the Ethical Guidelines, this course outlines all the necessary practices for developing your learning about delivering a comprehensive Guidance and Career Education Program. Additionally, built into the course, is the ability to converse live with your online colleagues. This unique feature allows for the practice of communication and active listening skills.
You will be asked to review and examine a variety of materials, resources, documents, instructional techniques, ideas, and strategies that are designed to build your skills as a guidance teacher-counsellor. These tools will be made available inside the course website and maybe used to inform your practice.
Throughout this course we will be practising academic counselling skills that are solution focused, and in our online classroom you will have the opportunity to talk to guidance teacher-counsellors from across the province. An important aspect of this interaction is a chance to learn from your colleagues in guidance as well as access OSCA/ACOSO-made materials to enhance your learning.
As in all the OSCA/ACOSO AQ courses, the underlying focus of our practice is on the complexity of diversity (beyond ethnicity and race).
In addition to discussions around the Ethical Guidelines, professional practice, collaborative inquiry and instructional strategies for guidance curriculum, we will examine the comprehensive guidance program and all that it entails. This will inform your practice and development as a guidance learner. This course is developed for teachers, guidance teacher- counsellors and other educators who have a deep understanding of pedagogy, learning, and instruction.
This AQ course is written by guidance teacher-counsellors, for guidance teacher- counsellors.
Learning Outcomes…
In this course students will have the opportunity to:
- become familiar with and interpret Ontario Ministry of Education curriculum, policies, programs, guidelines, and educational initiatives,
- apply the theoretical understanding necessary to implement and assess programs and practices related to Guidance and Career Education,
- explore strategies for collaboration with in-school personnel, parents/guardians, and the community,
- understand the role and importance of professional learning communities, professional subject associations, and networking to enhance professional knowledge to support student learning,
- develop an understanding of the continuum of Guidance and Career Education including K–12 and post-secondary education pathways,
- discuss the Ethical Guidelines, professional practice, collaborative inquiry, and instructional strategies for guidance curriculum, to examine the comprehensive guidance program and all that it entails.
Course Module Overview…
Module One
Ethical Standards of Practice for the Teaching Profession and Ethical Standards for the Teaching Profession
Module Two
Guiding Concepts for Pedagogical Inquiry
Module Three
Ontario Context: Curriculum, Policies, Legislation, Frameworks, Strategies and Resources
Module Four
Program Design, Planning, and Implementation
Module Five
Theoretical Foundations of Guidance Career Education
Module Six
Learning Environments and Instructional Strategies
Module Seven
Reflecting, Documenting and Interpreting Learning
Module Eight
Shared Responsibility for Learning
Module Nine
Research, Professional Learning, and the Scholarship of Pedagogy
Course Requirements…
OSCA’s Ethical Guidelines (download for free when you register).
What happens after you register…
You will receive a confirmation e-mail with your receipt. Please check your spam for your receipt if you do not get a receipt in your inbox. Please save this receipt as this is used for income tax filing purposes.
- You will receive a link to register as an OSCA AQ member, if you are currently not an OSCA member. Your instructor will provide you with the instructions. This subscription is is valid for the current school year only.
- You will receive the Ethical Guidelines for Ontario School Counsellors for free. On your receipt, click on the ‘Product Download’ link in order to download your copy of ethical guidelines. Link may be used once. Please save your copy to a memory stick for further use.
- You will also want to complete your profile in full to take advantage of all OSCA’s publications including our professional magazine, OSCA Today, our weekly OSCA News
- You will also have immediate access to a wealth of guidance specific resources
- You will also have the opportunity to attend OSCA conferences and events at a preferred rate
- Your instructor will contact you with a brief introduction to the course and your login instructions for the online sessions
- Your instructor will be available before the course starts for any questions you may have
- As with all Additional Qualification Courses, the Ontario College of Teachers regulates the content, delivery and number of hours that must be dedicated to each course. At the time of registering for the course, a person must be certified by OCT. No exceptions. Upon successful completion of a course your results will be uploaded to the OCT database.
Course Description…
Building upon the foundational knowledge gained in Guidance and Career Education Part 1, this Additional Qualification (AQ) course is tailored for educators seeking to deepen their expertise in the dynamic field of Guidance and Career Education. Crafted by experienced guidance teacher/counsellors for their peers, this course equips participants with advanced skills and leadership capabilities to navigate the intricate landscape of educational pathways and career development.
This comprehensive course goes beyond the basics, offering a deep dive into key areas crucial for effective guidance teacher/counsellor. Participants will engage in advanced discussions, collaborative activities, and live interactions, fostering a vibrant learning community that spans the province. The course structure incorporates a unique feature, live conversations with online colleagues, promoting communication and active listening skills development.
Learning Outcomes…
Participants will emerge with an advanced skill set and a deeper understanding of the complexities inherent in Guidance and Career Education, positioning themselves as developing leaders in this field. In this course, students will deepen their knowledge, understanding, analysis, evaluation and application in the following areas:
- Advanced Interpretation of Educational Policies and Initiatives:
-
-
- Deepen understanding of the Ontario Ministry of Education curriculum, policies, and emerging initiatives.
- Critically analyze policy changes and integrate them into effective guidance and career education practices.
-
- Advanced Application of Theoretical Understanding:
-
-
- Apply advanced theoretical frameworks to design, implement, and assess innovative programs.
- Evaluate the effectiveness of theoretical models in addressing diverse student needs and adapting to evolving educational landscapes.
-
- Strategic Collaboration and Stakeholder Engagement:
-
-
- Develop advanced strategies for fostering collaboration among in-school personnel, parents/guardians, and community partners.
- Utilize effective communication techniques to engage stakeholders in the development of guidance initiatives.
-
- Leadership in Professional Learning Communities:
-
-
- Lead and contribute to professional learning communities with a focus on guidance and career education.
- Foster a culture of continuous improvement, reflective practice, and collaborative inquiry within broader educational networks.
-
- In-Depth Understanding of Educational Pathways:
-
-
- Explore the continuum of Guidance and Career Education, delving into specific aspects of K–12 and post-secondary education pathways.
- Analyze and respond to emerging trends and challenges, equipping yourself to guide students effectively.
-
- Advanced Ethical Considerations and Professional Practice:
-
-
- Engage in advanced discussions on ethical guidelines and professional practice, considering complex scenarios and dilemmas.
- Apply ethical decision-making frameworks to navigate challenging situations in the context of guidance and career education.
-
- Comprehensive Guidance Program Implementation:
-
- Explore the implementation of a comprehensive guidance program in greater detail.
- Design and evaluate comprehensive guidance initiatives that address the holistic development of students.
- examine, in addition to discussions around Ethical Guidelines, professional practice, collaborative inquiry and instructional strategies for guidance curriculum, the comprehensive guidance program and all that it entails.
Course Module Overview…
Module One
Ethical Standards of Practice for the Teaching Profession and Ethical Standards for the Teaching Profession
Module Two
Fundamental Rights-Based Frameworks, Legislation and Ontario Context
Module Three
Guiding Concepts for Pedagogical Inquiry
Module Four
Theoretical Foundations of Guidance and Career Education Part 2
Module Five
Program Design, Planning and Implementation
Module Six
Learning Environments and Instructional Strategies
Module Seven
Reflecting, Documenting and Interpreting Learning, Shared Responsibility for Learning
Module Eight
Research, Professional Learning and Scholarship of Pedagogy
Course Requirements…
- Guidance and Career Education AQ Part 1
- OSCA’s Ethical Guidelines (download for free when you register).
What happens after you register…
You will receive a confirmation e-mail with your receipt. Please check your spam for your receipt if you do not get a receipt in your inbox. Please save this receipt as this is used for income tax filing purposes.
- You will receive a link to register as an OSCA AQ member, if you are currently not an OSCA member. Your instructor will provide you with the instructions. This subscription is is valid for the current school year only.
- You will receive the Ethical Guidelines for Ontario School Counsellors for free. On your receipt, click on the ‘Product Download’ link in order to download your copy of ethical guidelines. Link may be used once. Please save your copy to a memory stick for further use.
- You will also want to complete your profile in full to take advantage of all OSCA’s publications including our professional magazine, OSCA Today, our weekly OSCA News
- You will also have immediate access to a wealth of guidance specific resources
- You will also have the opportunity to attend OSCA conferences and events at a preferred rate
- Your instructor will contact you with a brief introduction to the course and your login instructions for the online sessions
- Your instructor will be available before the course starts for any questions you may have
As with all Additional Qualification Courses, the Ontario College of Teachers regulates the content, delivery and number of hours that must be dedicated to each course. At the time of registering for the course, a person must be certified by OCT. No exceptions. Upon successful completion of a course your results will be uploaded to the OCT database.
Course Description…
Part 3 of the Additional Qualification Courses for Guidance and Career Education is focused on the counsellor as a school leader and agent of change within the educational environment.
You will be asked to review and examine a variety of materials, resources and documents, as well as instructional techniques, ideas and strategies that are designed to enhance and guide your own growth as a guidance counsellor-teacher. These tools will be made available inside the course website and maybe used to inform your practice.
Throughout this course we will be deepening our counselling skills in the online classroom. An important aspect of this interaction is a chance to learn from your colleagues in guidance as well as access OSCA-made materials to enhance your learning.
As in all of the OSCA AQ courses, the underlying focus of our practice is on the complexity of diversity (beyond ethnicity and race). In addition to discussions around Ethical Guidelines, professional practice, collaborative inquiry and instructional strategies for guidance curriculum, we will examine the comprehensive guidance program and all that it entails. This will inform your practice and development as a guidance leading learner. This course is developed for teachers, guidance counsellors and other educators who have a deep understanding of pedagogy, learning, and instruction.
Learning Outcomes…
Building on the foundational knowledge from Part 1 and the advanced skills acquired in Part 2, the Specialist in Guidance and Career Education Leadership course is designed for educators seeking to attain a high level of expertise. Participants in this Specialist course will have the opportunity to achieve the following advanced learning outcomes.
- Strategic Leadership in Educational Policy:
- Lead initiatives related to Guidance and Career Education at their school.
- Advocate for school changes that align with best practices and the evolving needs of students.
- Innovative Program Design and Evaluation:
- Implement innovative guidance and career education programs that respond to emerging trends, technological advancements, and societal changes as per ministry guidelines.
- Implement robust evaluation frameworks to measure the impact and effectiveness of programs, driving continuous improvement.
- International Perspectives in Guidance and Career Education:
- Explore best practices in guidance and career education.
- Adapt insights to the local context, enriching the depth and breadth of guidance services provided.
- Advanced Research and Inquiry Skills:
- Develop advanced research skills to contribute to the scholarly understanding of guidance and career education.
- Reviewing research projects, contributing to the field’s knowledge base and influencing practice.
- Community Engagement:
- Foster partnerships with community organizations and employers to enhance students’ access to diverse career opportunities.
- Mentorship and Capacity Building:
- Provide mentorship to educators, fostering the development of leadership skills within the guidance and career education community.
- Contribute to capacity building by designing and delivering professional development programs.
- Innovations in Technology and Virtual Guidance Services:
- Explore cutting-edge technologies and virtual platforms to enhance guidance services.
The Specialist in Guidance and Career Education Leadership course signifies a pinnacle of expertise, positioning educators to lead systemic change and champion the role of guidance and career education in shaping students’ futures.
Course Module Overview…
Module One
Ethical Standards of Practice for the Teaching Profession and Ethical Standards for the Teaching Profession
Module Two
Guiding Concepts for Pedagogical Inquiry
Module Three
Ontario Context: Curriculum, Policies, Legislation, Frameworks, Strategies and Resources
Module Four
Program Design, Planning, and Implementation
Module Five
Theoretical Foundations of Guidance Career Education
Module Six
Learning Environments and Instructional Strategies
Module Seven
Reflecting, Documenting and Interpreting Learning,
Module Eight
Shared Responsibility for Learning
Module Nine
Research, Professional Learning, and the Scholarship of Pedagogy
Course Requirements…
- You must have completed Guidance and Career Education Parts 1 and 2.
- You must download and duly complete, sign and return the OSCA and Career Education Teacher Experience Form no later than one week before the course starts. Completed forms are to be sent to oscadesk@gmail.com
- OSCA’s Ethical Guidelines (download for free when you register).
What happens after you register…
You will receive a confirmation e-mail with your receipt. Please check your spam for your receipt if you do not get a receipt in your inbox. Please save this receipt as this is used for income tax filing purposes.
- You will receive a link to register as an OSCA AQ member, if you are currently not an OSCA member. Your instructor will provide you with the instructions. This subscription is is valid for the current school year only.
- You will receive the Ethical Guidelines for Ontario School Counsellors for free. On your receipt, click on the ‘Product Download’ link in order to download your copy of ethical guidelines. Link may be used once. Please save your copy to a memory stick for further use.
- You will also want to complete your profile in full to take advantage of all OSCA’s publications including our professional magazine, OSCA Today, our weekly OSCA News
- You will also have immediate access to a wealth of guidance specific resources
- You will also have the opportunity to attend OSCA conferences and events at a preferred rate
- Your instructor will contact you with a brief introduction to the course and your login instructions for the online sessions
- Your instructor will be available before the course starts for any questions you may have
- As with all Additional Qualification Courses, the Ontario College of Teachers regulates the content, delivery and number of hours that must be dedicated to each course. At the time of registering for the course, a person must be certified by OCT. No exceptions. Upon successful completion of a course your results will be uploaded to the OCT database.
