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Note: This is the 2023鈥2024 eCalendar. Update the year in your browser's URL bar for the most recent version of this page, or .
Note: This is the 2023鈥2024 eCalendar. Update the year in your browser's URL bar for the most recent version of this page, or .
The administrative office is open Monday to Friday from 9:30 a.m. to 4:00 p.m.
The Department offers graduate students the opportunity to enhance their knowledge related to specific areas of inquiry in the field of education through our M.A. degrees (thesis or non-thesis options), including our MATL leading to teacher certification, Ph.D. in Educational Studies, and graduate certificates. The Department offers the following programs:
Six Graduate Certificates (15 credits):
Three M.A. Thesis and Non-Thesis degree programs (45 credits) in the following areas:
The Department offers an M.A. in Teaching and Learning (MATL) (60 credits) in the following areas:
The Department also offers a Ph.D. in Educational Studies.
Master of Arts in Education and Society
The M.A. in Education and Society consists of a thesis or non-thesis program. The program focuses on two main fields of study鈥擟ulture and Values in Education and Teaching, Learning, and Curriculum鈥攔eflecting distinct but overlapping areas of educational inquiry. Study in Culture and Values in Education may focus on critical theory, philosophy, art and aesthetics, race/class/gender issues in education, or international and comparative education. The Teaching, Learning, and Curriculum focus emphasizes current perspectives on pedagogy and curriculum, teacher education, in-and-out-of-school learning, practitioner research, and classroom practice. The program brings to bear diverse applied theoretical perspectives, including philosophy, sociology, cultural studies, policy studies, gender studies, critical pedagogy, and multi-literacies. Graduates of the program go on to doctoral programs or work in education and non-profit settings. Many in-service teachers take this program for professional development.
Master of Arts (M.A.) Education and Society (Thesis) (45 credits) |
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The M.A. thesis option is a research-oriented degree in which approximately half of the program consists of thesis research. The balance of the program is course work. |
Master of Arts (M.A.) Education and Society (Thesis): Gender and Women's Studies (45 credits) |
The graduate option in Gender and Women鈥檚 Studies is an interdisciplinary program for students who meet the degree requirements in a participating unit who wish to earn credits of approved course work focusing on gender and women鈥檚 studies, and issues in feminist research and methods. In the graduate option in Gender and Women鈥檚 Studies, the M.A. thesis must be on a topic centrally relating to issues of gender and/or women鈥檚 studies. |
Master of Arts (M.A.) Education and Society (Thesis): Mathematics and Science Education (45 credits) |
This M.A. concentration emphasizes research in mathematics and science education, including a specific focus on teacher education in the area of math and science. Graduates will gain sufficient research experience to conduct empirical research in math and science education and sufficient teacher education experience to assume roles as teacher educators in university or other settings. The program includes targeted opportunities for candidates to develop skills, knowledge, and practices specific to teaching and learning mathematics and science, mathematics and science teacher preparation, and research in both of these areas. |
Master of Arts (M.A.) Education and Society (Non-Thesis) (45 credits) |
The M.A. non-thesis option consists mostly of course work, but includes two projects. This option is suitable for practitioners interested in professional development with a research and theoretical orientation. The projects create an opportunity to investigate a particular interest. |
Master of Arts (M.A.) Education and Society (Non-Thesis): Course Work (45 credits) |
The M.A. non-thesis option, consisting entirely of course work, is less research-oriented and suitable for practitioners interested in professional development with a theoretical orientation. |
Master of Arts (M.A.) Education and Society (Non-Thesis): Course Work Math & Science Education (45 credits) |
This M.A. concentration emphasizes inquiry in mathematics and science education, including a specific focus on teacher education in the area of math and science. The program will include targeted opportunities for candidates to develop skills, knowledge, and practices specific to teaching and learning mathematics and science, mathematics and science teacher preparation, and understanding research in both of these areas. The M.A. concentration will produce graduates who view improving mathematics and science education from a teaching and learning perspective, have developed understanding of the value of research in math and science education, and sufficient teacher education experience to assume roles as educational leaders in informal and formal settings. |
Master of Arts (M.A.) Education and Society (Non-Thesis): Gender and Women's Studies (45 credits) |
The graduate option in Gender and Women鈥檚 Studies is an interdisciplinary program for students who meet the degree requirements in a participating unit who wish to earn credits of approved course work focusing on gender and women鈥檚 studies, and issues in feminist research and methods. The M.A. non-thesis project option consists mainly of course work and includes two projects. This option is suitable for practitioners interested in professional development with a research and theoretical orientation. The projects create an opportunity for students to investigate a particular interest. |
Master of Arts (M.A.) Education and Society (Non-Thesis): Jewish Education (45 credits) |
This program is designed to offer a graduate-level point of entry into the teaching profession for students who typically will have completed a B.A. with a minor or major in Jewish Studies. The M.A. will not provide Quebec Ministry of Education teacher certification (in Quebec, certification is at the B.Ed. level), but at the present time, Jewish schools may hire non-certified teachers of Jewish Studies at their discretion. Students interested in doing a research-focused M.A. in the area of Jewish education should follow one of the other graduate degree offerings within the area of Education and Society. |
Master of Arts (M.A.) Education and Society (Non-Thesis): Project Math & Science Education (45 credits) |
This M.A. concentration emphasizes research in mathematics and science education, including a specific focus on teacher education in the area of math and science. Graduates will gain sufficient research experience to conduct empirical research in math and science education and sufficient teacher education experience to assume roles as teacher educators in university or other settings. The program includes targeted opportunities for candidates to develop skills, knowledge, and practices specific to teaching and learning mathematics and science, mathematics and science teacher preparation, and research in both of these areas. |
Master of Arts in Educational Leadership
The M.A. in Educational Leadership consists of a thesis or non-thesis program. This program is designed to prepare leaders in the field of education, and in other centres of formal or informal learning, who are committed to personal and institutional improvement. The program fosters the ongoing development of reflective practitioners who have a sense of educational action, the capacity to anticipate needs, the ability to exercise professional judgment within the realities of policy frameworks, and the ability to both lead and support institutional and organizational change at all levels. A central theme of the program is the impact of policy on educational practice at local, national, and international levels.
Local and international students are practising and aspiring school principals and leaders from other organizations. Graduates fulfil Quebec Ministry requirements for school leadership and find positions as school leaders, as well as opportunities in other managerial settings.
Master of Arts (M.A.) Educational Leadership (Thesis) (45 credits) |
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The M.A. thesis option is a research-oriented degree in which approximately half of the program consists of thesis research. The balance of the program is course work. |
Master of Arts (M.A.) Educational Leadership (Thesis): Gender and Women's Studies (45 credits) |
The graduate option in Gender and Women鈥檚 Studies is an interdisciplinary program for students who meet the degree requirements in a participating unit who wish to earn credits of approved course work focusing on gender and women鈥檚 studies, and issues in feminist research and methods. In the graduate option in Gender and Women鈥檚 Studies, the M.A. thesis must be on a topic centrally relating to issues of gender and/or women鈥檚 studies. |
Master of Arts (M.A.) Educational Leadership (Non-Thesis): Course Work (45 credits) |
The M.A. non-thesis option, consisting entirely of course work, is less research-oriented and suitable for practitioners interested in professional development with a theoretical orientation. |
Master of Arts (M.A.) Educational Leadership (Non-Thesis): Project (45 credits) |
The M.A. non-thesis option 鈥 Project consists of both course work and a project. It is less research-oriented than the thesis option and suitable for practitioners interested in professional development with a theoretical orientation. |
Master of Arts (M.A.) Educational Leadership (Non-Thesis): Gender and Women's Studies (45 credits) |
The graduate option in Gender and Women鈥檚 Studies is an interdisciplinary program for students who meet the degree requirements in a participating unit who wish to earn credits of approved course work focusing on gender and women鈥檚 studies, and issues in feminist research and methods. In the graduate option in Gender and Women鈥檚 Studies, the project must be on a topic centrally relating to issues of gender and/or women鈥檚 studies. |
Master of Arts in Second Language Education
The M.A. in Second Language Education consists of a thesis or non-thesis program. It provides an overview of the state of the art in second-language acquisition, assessment and evaluation, and research methods, including quantitative and qualitative approaches. The program covers a wide range of current topics in applied linguistics and offers opportunities to specialize in educational sociolinguistics, curricular/methods, and program planning areas (for example, content-based second-language teaching or '"mmersion"), language testing, language policy and planning, and critical applied linguistics. Graduates may go on to doctoral work in applied linguistics. They may also seek employment at ministry, school board, or other sites of active research on second languages. Many graduates also continue active careers in school contexts as second-language teaching practitioners, program administrators, or evaluators.
From a range of pedagogical, linguistic, cognitive, political, and sociocultural perspectives, this program combines theoretical and applied studies of how second and foreign languages are learned and used.
Master of Arts (M.A.) Second Language Education (Thesis) (45 credits) |
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The M.A. thesis option is a research-oriented degree in which approximately half of the program consists of thesis research. The balance of the program is course work. |
Master of Arts (M.A.) Second Language Education (Thesis): Gender and Women's Studies (45 credits) |
The graduate option in Gender and Women鈥檚 Studies is an interdisciplinary program for students who meet the degree requirements in a participating unit who wish to earn credits of approved course work focusing on gender and women鈥檚 studies and issues in feminist research and methods. In the graduate option in Gender and Women鈥檚 Studies, the M.A. thesis must be on a topic centrally relating to issues of gender and/or women鈥檚 studies. |
Master of Arts (M.A.) Second Language Education: Coursework (Non-Thesis) (45 credits) |
The M.A. in Second Language Education; Non-Thesis 鈥 Course Work consists of 45 credits of coursework. The program provides an overview of second language acquisition theory, research and research methods, including quantitative and qualitative approaches. It covers a wide range of current topics in applied linguistics and offers opportunities to specialize in educational sociolinguistics, curricular/methods and program planning (e.g., content-based language teaching, immersion), language policy and planning, and critical applied linguistics. |
Master of Arts in Teaching and Learning (MATL)
The M.A. in Teaching and Learning is a professional program leading to Quebec teacher certification for those already holding an undergraduate degree in a Quebec Ministry of Education-identified teachable subject area (Mathematics, Science & Technology, Social Sciences, English, TESL, TFSL). This degree program comprises course work coupled with an internship. Throughout the MATL, emphasis will be on the attainment of the QEP professional competencies, and evidence of mastery of these competencies must be demonstrated in order for students to successfully complete the program. Upon completion, students are recommended to the Quebec Ministry of Education for certification.
Master of Arts (M.A.) in Teaching and Learning (Non-Thesis): English or French Second Language (60 credits) |
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This program is comprised of course work, coupled with an internship. Upon completion, students are recommended to the Quebec Ministry of Education for certification to teach English or French Second Language. |
Master of Arts (M.A.) in Teaching and Learning (Non-Thesis): English Language Arts Option (60 credits) |
This program is comprised of course work, coupled with an internship. Upon completion, students are recommended to the Quebec Ministry of Education for certification to teach English Language Arts. |
Master of Arts (M.A.) in Teaching and Learning (Non-Thesis):Mathematics Option (60 credits) |
This program is comprised of course work, coupled with an internship. Upon completion, students are recommended to the Quebec Ministry of Education for certification to teach Mathematics. |
Master of Arts (M.A.) in Teaching and Learning (Non-Thesis): Social Sciences Option (60 credits) |
This program is comprised of course work, coupled with an internship. Upon completion, students are recommended to the Quebec Ministry of Education for certification to teach Social Sciences. |
Master of Arts (M.A.) in Teaching and Learning (Non-Thesis): Science and Technology Option (60 credits) |
This program is comprised of course work, coupled with an internship. Upon completion, students are recommended to the Quebec Ministry of Education for certification to teach Science and Technology. |
Doctor of Philosophy in Educational Studies
The Ph.D. in Educational Studies prepares graduates for careers in a variety of education-related fields. The Ph.D.鈥檚 core areas are curriculum and literacy, cultural and international studies in education, educational leadership, and second-language education. The program has been designed to ensure flexibility, and students experience both multidisciplinary and discipline-specific research opportunities. The program begins with a set of common courses and proceeds to specialization through advanced course work and dissertation topics focused on areas of expertise that are supported by the research interests of current faculty members. Graduates find work as researchers, teachers, consultants, curriculum developers, and administrators in a wide range of settings鈥攊ncluding universities, school boards, government agencies, and international NGOs.
Doctor of Philosophy (Ph.D.) Educational Studies |
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The Ph.D. in Educational Studies provides an integrative perspective on education by drawing on a range of related disciplines and research orientations. Students develop scholarly and innovative expertise in at least one of three contexts of inquiry and awareness of all three:
Students begin with a set of common core courses and proceed to specialization through advanced course work and dissertation topics focused on areas of expertise that are supported by the research interests of current faculty members. |
Doctor of Philosophy (Ph.D.) Educational Studies: Gender and Women's Studies |
The graduate option in Gender and Women鈥檚 Studies is an interdisciplinary program for students who meet the degree requirements in a participating unit who wish to earn 6 credits of approved course work focusing on gender and women鈥檚 studies, and issues in feminist research and methods. In the graduate option in Gender and Women鈥檚 Studies, the Ph.D. thesis must be on a topic centrally relating to issues of gender and/or women鈥檚 studies. |
Doctor of Philosophy (Ph.D.) Educational Studies: Language Acquisition |
Students must satisfy all program requirements for the Ph.D. in Educational Studies. The Ph.D. thesis must be on a topic relating to language acquisition, approved by the LAP (Language Acquisition Program) committee. |
Doctor of Philosophy (Ph.D.) Educational Studies: Mathematics and Science Education |
This Ph.D. concentration emphasizes research in mathematics and science education, including a specific focus on teacher education in the area of math and science. Graduates will gain sufficient research experience to conduct empirical research in math and science education and sufficient teacher education experience to assume roles as teacher educators in university or other settings. The program includes targeted opportunities for candidates to develop skills, knowledge, and practices specific to teaching and learning mathematics and science, mathematics and science teacher preparation, and research in both of these areas. Applicants for the Ph.D. concentration in mathematics and science education would be expected to already have a Master's degree that included educational research. |
Graduate Certificates
Graduate Certificate (Gr. Cert.) Educational Leadership 1 (15 credits) |
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This program addresses the needs of experienced and aspiring school leaders who are taking increased responsibility for the students and communities they serve. The management of schools is increasingly seen as making a major contribution to the learning and personal development of students. The professional development of school leaders, educational reform, and school partnership form the basis for the program. Course selection to be approved by Graduate Certificate Program Director. |
Graduate Certificate (Gr. Cert.) Educational Leadership 2 (15 credits) |
This program explores more deeply leadership theory and educational issues and applications in a practicum. Candidates for the Graduate Certificate in Educational Leadership 2 should normally have completed the first certificate. In combination, the two certificates allow school administrators to acquire the 30 graduate credits in the field of educational leadership required by the Quebec Ministry of Education. Course selection to be approved by Graduate Certificate Program Director. No course taken in Certificate 1 can be repeated in Certificate 2. |
Graduate Certificate (Gr. Cert.) Educational Leadership 3 (15 credits) |
This program emphasizes applied research in educational leadership and ways in which educational leadership and associated theories can inform the design, implementation, and assessment of educational programs in schools. The program highlights applied research in the context of teaching and learning in Quebec elementary and secondary schools. Course selection to be approved by Graduate Certificate Program Director. No course taken in Certificate 1 can be repeated in Certificate 2 or in Certificate 3. |
Graduate Certificate (Gr. Cert.) International Leadership in Educational and Administrative Development (15 credits) |
This program targets leaders, consultants, senior management and administrators, and policy makers from a range of educational institutions (universities, colleges, private schools) and organizations (hospitals, community, governmental), as well as the corporate sector. The goal is to provide a world-class professional learning experience in educational leadership. The majority of the courses will be delivered online, in combination with a two- to three-week intensive 苹果淫院 Campus component during the summer months. The online component of the certificate will facilitate full-time working schedules and provide greater flexibility in different international time zones. Lectures will be pre-recorded so students may view them to suit their own schedules. Students will have the capacity to communicate, discuss, and ask questions to one another and with the course lecturer through the online communication platform. Please note that the fee schedule for this program is different from standard graduate programs. For information, please contact program administrator natalia.bessette [at] mcgill.ca (Natalia Bessette). |
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Graduate Certificate (Gr. Cert.) Teaching English as a Second Language (15 credits) |
This program is designed as professional development for in-service teachers and candidates with a background in education, language studies, linguistics, or a related field, or as preparation for application to our M.A. in Second Language Education. The five courses that comprise the certificate provide a solid background and offer in-depth study in the field of second-language education from a range of perspectives and with a focus on research and applications to teaching. Please note that this certificate does not lead to teacher certification. The Graduate Certificate in TESL is designed to be available to students worldwide. Courses are offered in a combination of online and face-to-face formats, and are sequenced in such a way that students can complete the certificate in one year. The maximum time for completion is three years. The first three courses are offered online, and can be undertaken wherever an internet connection is available. The final two courses are offered face-to-face in the Summer term either on-site at 苹果淫院 or at off-site locations with collaborative partners, if enrolment numbers warrant it. |
Certificat d鈥櫭﹖udes sup茅rieures (Cert.ed.sup.) p茅dagogie de l'immersion fran莽aise (15 crs) |
Le certificat d鈥櫭﹖udes sup茅rieures en p茅dagogie de l鈥檌mmersion fran莽aise vise 脿 faire la formation des enseignants en immersion fran莽aise tout en abordant les d茅fis p茅dagogiques reli茅s 脿 l'enseignement cibl茅 conjointement sur la langue et le contenu. Ce certificat est destin茅 脿 la formation aux enseignants des niveaux primaire et secondaire. 脌 cette fin, il am猫ne d'abord l'茅tudiant 脿 comprendre les causes 脿 la fois linguistiques et cognitives des difficult茅s qu'茅prouvent les 茅l猫ves en immersion. Il propose ensuite une vari茅t茅 de strat茅gies d'enseignement propices 脿 r茅pondre 脿 ces difficult茅s et de situations d'apprentissage 茅tay茅es par les enseignants de mani猫re 脿 d茅passer le cloisonnement entre langue et contenu. Il comporte cinq cours obligatoires. La r茅ussite d'un test de fran莽ais est obligatoire lors de la demande d'admission. |
For specific program admission requirements and further information, please refer to mcgill.ca/dise/grad.
Graduate Certificates, M.A., and Ph.D. Programs
Applicants to the Ph.D. program must hold an M.A. in Education or a recognized equivalent degree from a recognized university. The applicant's record should indicate high academic standing (a minimum CGPA of 3.0/4.0) and evidence of research competence in the proposed area of doctoral research.
Applicants to the Ph.D. in Educational Studies program must submit:
The Department reserves the right to evaluate the applicant's language proficiency before initial registration.
Graduate Certificates in Educational Leadership 1 and 2 鈥 Normally, applicants are required to have at least two years of relevant educational experience (in leadership roles or related professional experience).
Graduate Certificate in Teaching English as a Second Language 鈥 Applicants are required to pass a written and oral English language proficiency test set by the Department.
Master of Arts in Second Language Education 鈥 Normally, applicants are required to have a minimum of 36 credits including a combination of relevant courses in education and language studies. Applicants are required to have at least two years of relevant professional experience in education.
Master of Arts in Educational Leadership 鈥 Normally, applicants are required to have at least two years of relevant leadership experience (teaching or related professional experience).
Master of Arts in Teaching and Learning (MATL) (Non-Thesis) 鈥 Please see the Departmental website for additional admission requirements. Applicants to the MATL TESL option are required to pass a written and oral English language proficiency test with a French component set by the Department. Applicants are required to have experience in educational settings (formal or informal).
Certificat d鈥櫭﹖udes sup茅rieures en p茅dagogie de l鈥檌mmersion fran莽aise 鈥 Applicants are required to pass a written and oral French language proficiency test set by the Department.
苹果淫院鈥檚 online application form for graduate program candidates is available at mcgill.ca/gradapplicants/apply.
See University Regulations & Resources > Graduate > Graduate 苹果淫院 and Application Procedures > Application Procedures for detailed application procedures.
Application opening dates are set by Enrolment Services in consultation with Graduate and Postdoctoral Studies (GPS), while application deadlines are set by the Department of Integrated Studies in Education and may be revised at any time. Applicants must verify all deadlines and documentation requirements well in advance on the appropriate 苹果淫院 departmental website; please consult the list at mcgill.ca/gps/contact/graduate-program or mcgill.ca/dise/grad.
Information on application deadlines is available at mcgill.ca/gradapplicants/how-apply/application-steps/application-deadlines.
Admission to graduate studies is competitive; accordingly, late and/or incomplete applications are considered only as time and space permit.
Chair |
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Lisa Starr |
Director of Teacher Education Programs (MATL & B Ed) |
Mindy Carter |
Director of Teacher Education Programs (B Ed & MATL) |
Hannah Chestnutt |
Director of First Nations and Inuit Education |
Stephen Peters |
Assistant Director of First Nations and Inuit Education |
James Howden |
Director of Ph.D. Program and MA Thesis Programs |
Paul Zanazanian |
Director of MA Non-Thesis Programs and BA (Education) |
Joseph Levitan |
Director of Internships and Student Affairs |
Yasmine Zein |
Emeritus Professors |
Patrick X. Dias; David Dillon; Margaret Gillett; John B. Gradwell; Denise Lussier; Roy Lyster; Mary H. Maguire; Anthony Par茅; Jacques J. Rebuffot; Bernard Shapiro; David C. Smith; R. Lynn Studham; Lise Winer; John Wolforth |
Professors |
Lynn Butler-Kisber; Ratna Ghosh; Claudia A. Mitchell; Shaheen Shariff |
Associate Professors |
Anila Asghar; Susan Ballinger; Eric Caplan; Mindy Carter; Christian Ehret; Allison Gonsalves; Philip Howard; Limin Jao; Steven Jordan; Marta Kobiela; Bronwen Low; Kevin McDonough; Caroline Riches; Mela Sarkar; Annie Savard; Lisa Starr; Teresa Strong-Wilson; Boyd White; Elizabeth Wood; Paul Zanazanian |
Assistant Professors |
Angelica Galante; Blane Harvey; Amir Kalan; Joseph Levitan; Janine Metallic; R. Nanre Nafziger; Elizabeth Patitsas; Emmanuel Tabi |
Faculty Lecturers |
Hannah Chestnutt; James Howden; Michael Lipset; Stephen Peters; Sheryl Smith-Gilman Emily Sprowls |
For more information, see Master of Arts (M.A.) Education and Society (Thesis) (45 credits).
For more information, see Master of Arts (M.A.) Education and Society (Thesis): Gender and Women's Studies (45 credits).
For more information, see Master of Arts (M.A.) Education and Society (Thesis): Mathematics and Science Education (45 credits).
The M.A. non-thesis option consists mostly of coursework, and includes two 6 credit projects. This option is suitable for practitioners interested in professional development with a research and theoretical orientation. The project creates an opportunity for students to investigate a particular interest.
For more information, see Master of Arts (M.A.) Education and Society (Non-Thesis) (45 credits).
The M.A. in Education and Society; Non-Thesis-Course Work program consists exclusively of course work. This option is less research-oriented than the thesis and non-thesis project options and is suitable for practitioners interested in professional development with a theoretical orientation.
For more information, see Master of Arts (M.A.) Education and Society (Non-Thesis): Course Work (45 credits).
The M.A. in Education and Society; Non-Thesis-Course Work - Mathematics and Science Education program emphasizes a pedagogical understanding of mathematics and science education, including a specific focus on teacher education in the areas of mathematics and science. The program will include targeted opportunities for candidates to develop skills, knowledge and...
For more information, see Master of Arts (M.A.) Education and Society (Non-Thesis): Course Work Math & Science Education (45 credits).
The M.A. non-thesis project option - Gender and Women's Studies is an interdisciplinary program for students who meet the degree requirements in a participating unit and wish to earn 6 credits of approved coursework focusing on gender and women's studies, and issues in feminist research and methods. The non-thesis project option consists mainly of coursework, and...
For more information, see Master of Arts (M.A.) Education and Society (Non-Thesis): Gender and Women's Studies (45 credits).
This program is designed to offer a graduate-level point of entry into the teaching profession for students who typically will have completed a B.A. with minor or major in Jewish Studies. The M.A. will not provide Quebec Government teacher certification (in Quebec, certification is at the B.Ed. level), but at the present time, Jewish schools may hire non-certified...
For more information, see Master of Arts (M.A.) Education and Society (Non-Thesis): Jewish Education (45 credits).
The M.A. in Education and Society (Non-Thesis): Project Mathematics and Science Education program emphasizes action-oriented research in mathematics and science education, with a specific focus on teacher education in the areas of mathematics and science. The program will include targeted opportunities for candidates to develop skills, knowledge, and practices...
For more information, see Master of Arts (M.A.) Education and Society (Non-Thesis): Project Math & Science Education (45 credits).
For more information, see Master of Arts (M.A.) Educational Leadership (Thesis) (45 credits).
For more information, see Master of Arts (M.A.) Educational Leadership (Thesis): Gender and Women's Studies (45 credits).
This M.A. program focuses on Educational Leadership, with an emphasis on the evidence-based skills, capacities, and dispositions needed for effective, collaborative, and quality leadership.
For more information, see Master of Arts (M.A.) Educational Leadership (Non-Thesis): Course Work (45 credits).
This M.A. program focuses on Educational Leadership, with an emphasis on the evidence-based skills, capacities, and dispositions needed for effective, collaborative, and quality leadership. The program includes two 6-credit action-oriented projects focused on leadership.
For more information, see Master of Arts (M.A.) Educational Leadership (Non-Thesis): Project (45 credits).
This M.A. program focuses on Educational Leadership with an emphasis on the evidence-based skills, capacities and dispositions needed for effective, collaborative, and quality leadership. The program includes two 6-credit action-oriented projects focused on leadership relating to issues of gender and/or women鈥檚 studies. The Gender and Women鈥檚 Studies option...
For more information, see Master of Arts (M.A.) Educational Leadership (Non-Thesis): Gender and Women's Studies (45 credits).
The M.A. in Second Language Education consists of a 45-credit thesis or non-thesis program. It provides an overview of the state of the art in second language acquisition, assessment and evaluation, and research methods, including quantitative and qualitative approaches. The program covers a wide range of current topics in applied linguistics and offers...
For more information, see Master of Arts (M.A.) Second Language Education (Thesis) (45 credits).
For more information, see Master of Arts (M.A.) Second Language Education (Thesis): Gender and Women's Studies (45 credits).
The M.A. in Second Language Education; Non-Thesis 鈥 Course Work consists of 45 credits of coursework. The program provides an overview of second language acquisition theory, research and research methods, including quantitative and qualitative approaches. It covers a wide range of current topics in applied linguistics and offers opportunities to specialize in...
For more information, see Master of Arts (M.A.) Second Language Education: Coursework (Non-Thesis) (45 credits).
The Internships & Student Affairs Office (ISA) in the Faculty of Education (mcgill.ca/isa) is responsible for the placement and evaluation of all MATL student teachers registered in the Internship courses (EDIN course code).
MATL Internships:
Students:
Cooperating Teacher
Student teachers without an approved paid teaching contract will be placed by an ISA Placement Coordinator in the classroom of an eligible Cooperating Teacher(s) and must follow the host school's schedule on a full-time basis. Student teachers in this situation must not contact potential host schools nor coopertaing teachers for placements.
Contract
Student teachers who have secured a paid teaching contract in the appropriate internship term may request to have this contract reviewed by the ISA to see if it will fulfill the internship requirements relative to number of hours, context, subject area, etc.
Please note, student teachers who have already been placed with a Cooperating Teacher for their internship and subsequently wish to accept a contract either before or during the internship must register a request with the ISA; approval is at the discretion of the ISA Director.
Students who wish to have a contract evaluated must:
Detailed Internship guidelines and copies of evaluation forms for each internship are posted on the ISA website. Students are responsible for familiarizing themselves with the internship objectives, evaluation criteria, and forms prior to the start of each internship.
Students are responsible for familiarizing themselves with the policies and rules governing all aspects of Internship, including pedagogical and professional behaviour (available at mcgill.ca/isa) prior to the start of the internship.
Students are strongly discouraged from engaging in any type of employment during the course of the internship (with the exception of a teaching contract used to fulfill the internship requirements) nor register for any additional/non-required course(s) which may interfere with the successful outcome of the internship; accommodations will not be granted for students with employment responsibilities.
ISA relies on the goodwill of Cooperating Teachers and School Administrators to arrange placements. To that end, the ISA strives to maintain professional relationships established over time with partner schools. Student teachers in the MATL program are advised to be aware of the commitment, including time commitment with the internship and co-requisite courses, they are making to their chosen career when beginning the internship. All decisions and actions should reflect the ethics of the teaching profession and the highest standards of professionalism.
Attendance and Absences
Punctual attendance is required at the host school for the duration of the internship (per the host school鈥檚 full-day schedule and not that of the Cooperating Teacher鈥檚). Unexcused absences from the internship and/or corequisite courses, including Professional Seminar, may result in exclusion from the corequisite course or removal from/failure in the internship.
Excused absences include:
Days missed due to excused absence must be made up, generally, at the end of the internship.
In the case of a foreseeable absence (e.g., religious observation, varsity sporting event, etc.), student teachers must advise the below noted parties before the start of the internship or, if the internship has already commenced, at least two weeks in advance. In the case of an unforeseeable absence (e.g., illness), student teachers must advise the below noted parties as soon as possible:
Absences for any other reason, including but not limited to marriage, family events, vacation, extracurricular activities, employment, or conflicting courses are exceptionally permitted by the ISA Director on a case-by-case basis. Any request for absence must be sent to your ISA Placement Coordinator a minimum of two weeks before the proposed absence. Students who may need to defer the internship or rearrange their course schedule should contact their MATL Program Coordinator.
For student teachers on a paid contract, in case of a conflict between the University鈥檚 attendance policies and that of the host school, please contact the ISA.
Judicial Record Verification
Quebec鈥檚 Education Act, section 261.0.2, grants school boards the right to verify the judicial record of any person regularly in contact with minor students, and this includes student teachers. Each school board or private school may have its own administrative procedures for verification. Students are responsible for complying with any request for judicial record verification. Any student unable to obtain the required security clearance will not be permitted to undertake their internship(s) and, consequently, will be withdrawn from the MATL program as the internships are a mandatory requirement. Additional information about the judicial record verification process can be found on the mcgill.ca/isa/teaching/placements.
Work Permit for International Students
In order to be in compliance with government regulations, international students (students who are not Permanent Residents or citizens of Canada) should hold a valid internship/Co-op Work Permit issued by Citizenship and Immigration Canada (CIC) to complete their Internships. This permit is independent from the paid off-campus work permit which is included as part of the study permit and requires a separate application. For detailed instructions and assistance with the application, students should contact mcgill.ca/internationalstudents.
Internships are graded according to the graduate grading scale (Grading and Grade Point Averages (GPA)).
For students admitted to the MATL program prior to Summer 2017:
For students admitted to the MATL program in Summer 2017 and beyond:
The Failure Policy applies. Where a student is experiencing serious pedagogical or professional difficulties in an Internship, the ISA Director will review the case, including formal evaluations as well as written reports from the field, to render one of the following decisions:
An MATL student may appeal any final outcome of an Internship course (EDIN) within 30 days of the posted grade by making a written application to the Faculty of Education 鈥 Student Affairs Committee (SAC) (isa.education [at] mcgill.ca). If the outcome of the SAC, once concluded, is not accepted by the student, a formal application may be made to the Associate Dean of Graduate and Postdoctoral Studies for Education.
Withdrawal from Internship
Early Dismissal from an Internship
At any time, student teachers may be removed from their internship placement at the request of the host school Administrator and/or Cooperating Teacher, or at the request of the ISA Director. If you are removed from an internship placement, you will be informed of the reason for the early dismissal. The ISA Office will compile the relevant documentation and information pertaining to the early dismissal before the ISA Director determines the outcome of the internship.
Circumstances that could lead to early dismissal include, but are not limited to:
In these cases, the final outcome for of the internship course (EDIN) will be determined by the ISA Director.
Possible outcomes include:
Introduction
The mission of 苹果淫院鈥檚 Bachelor of Education Program within the Department of Integrated Studies in Education (DISE) and the Department of Kinesiology and Physical Education (KPE) as well as the Master of Teaching and Learning (MATL) Program within DISE in cooperation with the Faculty of Education鈥檚 Internship and Student Affairs Office (ISA) is to prepare teachers who are knowledgeable, skillful, flexible, creative, and compassionate members of the profession guided by a sense of social and ethical responsibility in relation to their students and the wider society. In keeping with the professional culture of teaching and learning, 苹果淫院鈥檚 teacher education community believes that teaching and learning spaces should model such professional environments. 苹果淫院鈥檚 teacher education community is committed to creating authentic opportunities where an understanding of teaching and learning is co-constructed between instructors and teacher candidates, teachers, and learners, as well as peer-to-peer and beyond. In order for us to create these learning environments, we are expected to demonstrate awareness of, respect for, and commitment to, the behaviours and actions of professionals. We expect members of 苹果淫院鈥檚 teacher education community, including teacher candidates, teaching assistants, lecturers, professors and community partners to be accountable to themselves and others, and to be engaged, collegial, and accessible. By doing so, 苹果淫院鈥檚 teacher education community is more fully able to share together in the types of critical dialogue, creative thinking, and reflective practice expected of professionals. 苹果淫院鈥檚 teacher education community is committed to nurturing a space where teacher candidates, teaching assistants, lecturers, professors, and community partners can all engage in the exchange of ideas and dialogue, without fear of being made to feel unwelcome or unsafe on account of biological sex, sexual orientation, gender identity or expression, race/ethnicity, religion, linguistic and cultural background, age, physical or mental ability, or any other aspect integral to one's personhood. We therefore recognise that it is our individual and collective responsibility, to strive to establish and maintain an environment wherein all interactions are based on empathy and mutual respect for the person, acknowledging differences of perspectives, free from judgment, censure, and/or stigma. Finally, 苹果淫院鈥檚 teacher education community is charged with ensuring that all graduates of its programs have the requisite knowledge, skills, and attitudes required of the teaching profession and can meet standards of the Qu茅bec Professional Teacher Competencies to be eligible for professional certification as educators in the Province of Qu茅bec.
The role of the teacher and the contexts of teaching have changed. Thus, new resources (knowledge, skills, attitudes) are required to practice the profession and meet the challenges of teaching and learning in whatever contexts teacher candidates may find themselves, and to engage in professional development individually and with others. Teachers enjoy, and should continue to enjoy, important freedoms and privileges. However, with certain freedoms come responsibilities and ethical challenges. Building on the past work of two Standing Committees of the Faculty of Education intent on promoting appropriate ethical and professional conduct, the following revision, renamed as the 苹果淫院 Principles of Practice, Behaviour and Ethical Conduct for Teacher Candidates seeks to respond to, and address, the following needs:
The M.A. in Teaching and Learning program is designed such that the program may be completed in five or six consecutive terms. In all cases, the program begins with mandatory courses in the Summer term. It is important to note the following:
Students should consult a Program Coordinator and program overviews for details. Full-time/part-time status may also affect financial aid arrangements; contact the Scholarships and Student (Financial) Aid Office for more information. See Categories of Students for information about full-time and part-time study.
The Quebec Ministry of Education requires that all students in teacher education programs demonstrate their proficiency in the language of instruction. To fulfil this obligation, M.A. in Teaching and Learning students are required to write the English Examination for Teacher Certification (EETC) in May of the first Summer term of the program. Students must pass the examination in the first Summer term and prior to Internship 1. Students who do not pass the EETC exam must meet with the Program Coordinator to determine an individual program trajectory. Note, failure of the EETC exam may compromise a student's ability to maintain full-time status.
The examination is coordinated by an independent body, the Centre for the English Exam for Teacher Certification. Information is available on the . 苹果淫院 assists with the administration and scheduling of the examination. To write this examination, students must first register on Minerva for a section of EDTL 515 in the Summer term, then register with the Centre at and pay a fee before writing the test.
Students who do not pass both sections of the examination the first time are expected to meet with their Program Coordinator to plan a course of action for English language proficiency improvement. Students are required to take the EETC again, and must successfully complete the section that was not passed. A fee is charged each time the examination is written. Students who have not completed both sections of the examination on their fourth attempt are required to withdraw from the program, and must consult with a Program Coordinator about readmission procedures.
The CRP is a research project whereby MATL students, as they complete their courses and Internships, identify an area of professional interest either in the broad landscape of teaching and learning or directly related to their subject specialty. The CRP is supported and developed throughout the MATL program in designated courses. The CRP is due and presented in the final Professional Seminar of the program. Guidelines are posted on the Department's website and the Internships & Student Affairs website.
All students in the M.A. Teaching and Learning program are expected to complete a professional e-portfolio upon completion of their program. Support for e-portfolio development is provided in the professional seminars that are corequisite to each Internship. Guidelines and resources for e-portfolios are posted at mcgill.ca/dise/grad.
**The French option of this program is currently not offered.** ...
For more information, see Master of Arts (M.A.) in Teaching and Learning (Non-Thesis): English or French Second Language (60 credits).
The M.A. in Teaching and Learning Program is a 60-credit, post-graduate degree leading to teacher certification. It is comprised of 45 credits of coursework, coupled with 15 credits (minimum of 735 hours) of internship. This professional program leads to teacher certification to those already holding an undergraduate degree in a teachable subject area identified by...
For more information, see Master of Arts (M.A.) in Teaching and Learning (Non-Thesis): English Language Arts Option (60 credits).
The M.A. in Teaching and Learning Program is a 60-credit, post-graduate degree leading to teacher certification. It is comprised of 45 credits of coursework coupled with 15 credits (minimum of 735 hours) of internship. This professional program leads to teacher certification to those already holding an undergraduate degree in a teachable subject area identified by...
For more information, see Master of Arts (M.A.) in Teaching and Learning (Non-Thesis):Mathematics Option (60 credits).
The M.A. in Teaching and Learning Program is a 60-credit, post-graduate degree leading to teacher certification. It is comprised of 45 credits of coursework, coupled with 15 credits (minimum of 735 hours) of internship. This professional program leads to teacher certification to those already holding an undergraduate degree in a teachable subject area identified by...
For more information, see Master of Arts (M.A.) in Teaching and Learning (Non-Thesis): Social Sciences Option (60 credits).
The M.A. in Teaching and Learning Program is a 60-credit, post-graduate degree leading to teacher certification. It is comprised 45 credits of coursework, coupled with 15 credits (minimum of 735 hours) of internship. This professional program leads to teacher certification to those already holding an undergraduate degree in a teachable subject area identified by...
For more information, see Master of Arts (M.A.) in Teaching and Learning (Non-Thesis): Science and Technology Option (60 credits).
Students must satisfy all program requirements of the Ph.D.
For more information, see Doctor of Philosophy (Ph.D.) Educational Studies.
For more information, see Doctor of Philosophy (Ph.D.) Educational Studies: Gender and Women's Studies.
Students must satisfy all program requirements for the Ph.D. in Educational Studies. The Ph.D. thesis must be on a topic relating to language acquisition.
For more information, see Doctor of Philosophy (Ph.D.) Educational Studies: Language Acquisition.
This Ph.D. concentration emphasizes research in mathematics and science education, including a specific focus on teacher education in the area of math and science. Graduates will gain sufficient research experience to conduct empirical research in math and science education and sufficient teacher education experience to assume roles as teacher educators in...
For more information, see Doctor of Philosophy (Ph.D.) Educational Studies: Mathematics and Science Education.
This 15-credit program addresses the needs of experienced and aspiring school leaders who are taking increased responsibility for the students and communities they serve. The management of schools is increasingly seen as making a major contribution to the learning and personal development of students. The professional development of school leaders, educational...
For more information, see Graduate Certificate (Gr. Cert.) Educational Leadership 1 (15 credits).
This 15-credit program explores more deeply leadership theory and educational issues and applications in a practicum. Candidates for the Graduate Certificate in Educational Leadership 2 should normally have completed the first certificate. In combination, the two certificates allow school administrators to acquire the 30 graduate credits in the field of educational...
For more information, see Graduate Certificate (Gr. Cert.) Educational Leadership 2 (15 credits).
The Graduate Certificate in Educational Leadership 3 emphasizes applied research in educational leadership and ways in which educational leadership and associated theories can inform the design, implementation, and assessment of educational programs in schools. The program highlights applied research in the context of teaching and learning in Quebec elementary and...
For more information, see Graduate Certificate (Gr. Cert.) Educational Leadership 3 (15 credits).
** This program is currently not offered. ** ...
For more information, see Graduate Certificate (Gr. Cert.) International Leadership in Educational and Administrative Development (15 credits).
This 15-credit certificate is designed as professional development for in-service teachers and candidates with a background in education, language studies, linguistics, or a related field, or as preparation for application to our M.A. in Second Language Education. The five courses that comprise the certificate provide a solid background and offer in-depth study in...
For more information, see Graduate Certificate (Gr. Cert.) Teaching English as a Second Language (15 credits).
Le Certificat d鈥櫭﹖udes sup茅rieures en p茅dagogie de l鈥檌mmersion fran莽aise (PIF) outille les enseignant.e.s du primaire et du secondaire afin de r茅pondre aux d茅铿乻 p茅dagogiques li茅s 脿 l鈥檈nseignement dans la classe d鈥檌mmersion fran莽aise en contexte canadien. Ce certificat d鈥櫭﹖udes sup茅rieures de 15 cr茅dits offerts en ligne* s鈥檃dresse aux enseignant.e.s d茅tenant au...
For more information, see Certificat d鈥櫭﹖udes sup茅rieures (Cert.ed.sup.) p茅dagogie de l'immersion fran莽aise (15 crs).