AQ Part 1, Part 2 and Specialist (Part 3) courses – Spring Session – April 8th to June 7th 2024

$675.00

This course is an online course, with weekly online classroom interaction. The instructor is an experienced Guidance Counsellor that currently works in a school and is a member of OSCA. Included in the course is a copy of ethical guidelines and a one year OSCA AQ Subscription. Once you have completed your payment, you will be able to register for your free subscription.

Registration deadline: March 28, 2024
NOTE: Registration will close on the above date or when registration is full.

Spring 2024 session will go from April 8th to June 7th

22 in stock

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Participants may register for one course: Part 1, Part 2, or Specialist (Part 3). See Tabs for course descriptions for each course.

Teaching experience form for Part 2 and the Specialist must be sent to OSCA upon registering for the course.  

 

 

Part 1

Course Description Part 1

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.

OSCA’s online, interactive courses are designed to facilitate user-friendly experiences while enabling real-time practice of essential skills for effective Guidance Teacher-Counsellors. The course primarily operates in an asynchronous format, supplemented by live classroom sessions held once a week during fall, winter, and spring sessions, and twice a week in the summer. The schedule for these sessions is established at the course outset, tailored to suit the group’s preferences. These live sessions serve as a platform for students to actively engage in counselling skill exercises, benefit from guest speakers, and participate in reflective discussions on course content. This highly valued feature significantly distinguishes OSCA/ACOSO’s AQ experience.

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 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 practicing counselling skills that are solution focused, and in our online classroom you will have the opportunity to talk to guidance counsellor-teachers 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 counsellors and other educators who have a deep understanding of pedagogy, learning, and instruction.

This AQ course is written by guidance counsellors, for guidance 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 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

 

Part 2

Part Two of the Additional Qualification Courses for Guidance and Career Education

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 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.

Course Description:

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.

Key Learning Outcomes:

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 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

Part 3

Part Three 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.

Course Description

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.

Key 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 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

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