Program Focus courses offer an alternative format for candidates and faculty to explore areas of mutual interest. The focus experience is grounded in practice and is closely tied to experience in schools and other settings. The candidate's alternate practicum is related to the Program Focus course, and offers a view of schools and education that is different from that achieved during the regular practicum. Courses indicating PJIS are for all students, PJ for Primary-Junior students only, and IS for Intermediate-Senior students only. Some FOCI courses are required in special program tracks as indicated; these courses may be taken only by students in these program tracks.

(Aboriginal Teacher Education program track candidates only)Prepares Aboriginal Teacher Education candidates to include Aboriginal curriculum as part of their classroom teaching. Explores Aboriginal community-based curriculum development; a review of current Aboriginal curriculum packages and other resources; curriculum planning and evaluation. An experiential learning approach with aspects of the course applied during the candidates' practice teaching rounds. Practicum experiences are explored during class sessions with such reflections providing the basis for further learning in the areas of curriculum planning and evaluation.

(Technological Education candidates only) The Ontario College of Teachers requires that teachers gaining certification in technological education demonstrate "proof of... competence in the area... of technological studies selected as an option in the program of professional education". Technological competence is demonstrated by completing an individualized program, typically in the form of projects, which permits each candidate to broaden and deepen their range of skills. A technology Skills profile is used to track the range and level of skills. Project costs are the responsibility of the teacher candidate, and typically range from $30 to $300. Materials fee $60.

Designed to present a view of elementary schools where arts-based activities and environments form the focus for learning not only in the arts, but in other academic subjects as well. Topics include arts and cognition; how math, science, technology, personal and social studies, and language can be authentically incorporated in arts-based learning; how arts programs can induce change in schools; and the role of social learning and community knowledge. Course materials $5.

(Artist in Community Program Track candidates only)Candidates explore the interface between the artist and education. Issues associated with professional practice and the world of education in visual art, creative writing, drama and music are addressed. Investigations will be sufficiently flexible to meet the needs and interests of students in each of their specific disciplines. Activity fee to cover costs associated with visiting artists and special class events $300.

Exploration of the exciting possibilities for incorporating dramatic experiences into the school curriculum, including the teaching of drama as an art form, the integration of drama into other aspects of the curriculum, and the performing of original works of theatre for young audiences. The February practicum placement may be in a regular classroom, a specialized drama education program, or an alternative setting such as museum or theatre outreach program. It is also possible for several members of this focus to work together during the February practicum, presenting workshops or performances in schools. Learning materials: $15

Building on their prior knowledge and understandings, teacher candidates study the learning of early primary students (junior kindergarten to grade one), who are making the transition from pre-school to early primary classes. Professional readings, research and workshops are related to practicum experiences in a primary classroom (Fall term) and in a school or an alternative setting (Winter term).

Focuses on increasing the candidate's understanding and appreciation of the natural environment, and examining ways to incorporate the natural world in teaching, both within and outside the classroom.. Themes may include habitat investigations, conservation, and schoolyard naturalization. Exploration of existing environmental programs and resources using hands-on approaches are included. This course includes a Field Camp (attendance required) on September 10-11, 2005. Course Fee $150 (covers camp and resource costs).

This program focus introduces candidates to the complexities of preparing for professional practice in international settings. Candidates are asked to identify an early interest in one of four areas: (a) teaching in international schools, (b) teaching abroad in English speaking countries, (c) teaching English in non-English speaking countries or (d) working in alternative educational contexts in non-English speaking countries. Developing expertise in one of these areas will occur through a combination of structured classes, self-directed academic inquiry and an alternative practicum. An international practicum placement is not a requirement for this course, but support and resources may be available for candidates who wish to pursue this form of learning. The course is also intended to enhance the quality of teaching and learning in Canadian cross-cultural, multicultural and multi-ethnic contexts. Course materials fee $10.

(Outdoor Education program track candidates only)Prepares candidates for leading dynamic school and community based outdoor education as found in a variety of environmental contexts in all teaching subjects. Also considered are alternative experiential settings including museums, adventure programming, integrated learning, rehabilitation for special populations, expeditionary learning, alternative education, local project-based learning, and environmental education. Food and transportation $150.

Teacher candidates share interests in learning outside the classroom. Emphasizes field experiences and the exploration of programs developed by various institutions (galleries, museums, and many others) for school use. Focuses on the human-made or built environment and institutions, rather than on the natural environment. Explores ways of using out-of-classroom experiences to enhance classroom learning from Primary to Senior grades; establishes principles of effective field experiences; and discovers potential opportunities for non-school employment as, for example, curriculum developers and implementers in such settings as museums or galleries.

Resource-based teaching and learning involve students actively in the meaningful use of appropriate print, non-print, electronic, and human resources and provide students with learning activities and resources which suit their interests and learning styles. Emphasis is placed on active learning, information skills, critical thinking, and "learning how to learn" with the intention of creating independent learners capable of life-long learning. Educational programs based on principles of resource-based teaching and learning are equally relevant in classrooms or other educational settings such as museums, art galleries, conservation and science centres, and zoos.

Intended for candidates interested in working toward positions of added responsibility, such as team leader, department head, assistant principal, principal, consultant, coordinator and supervisory officer. Candidates build awareness of their own leadership skills and styles and explore the ways in which leadership and organizational concepts apply to schools.

Designed to present Primary-Junior candidates with an introduction to theories, methodologies, techniques, and practices in teaching English as a second language (ESL) or a foreign language (EFL; e.g., teaching English overseas). Candidates will become familiar with the current Ontario curricula and resources for teaching ESL/ELD (English Literacy Development) in elementary schools (K to 6), and their relevance to second language instruction with young children in in all language modes-listening, speaking, reading and writing-in regular classrooms that contain both native and/or non-native English-speaking students. Candidates will develop their knowledge and practice in teaching English as a second language through structured classes, self-directed academic inquiry, and an alternate practicum. Candidates are required to work with ESL students during the alternate practicum.

Examination of various categories of at-risk students and assessment of strategies for working with them, both in schools and community agencies. Learning is primarily through on-site observation and experience, complemented by readings in relevant psychology and sociology literature. Self-directed collaborative groups pursue shared interests and means for disseminating their work with the education community.

Addresses exceptional children and adolescents, including those who are gifted, those with learning disabilities, chronic health conditions, developmental delays, and behaviour and emotional difficulties. Opportunities to learn from experience, workshops, reading, peers and mentor, as well as opportunities to develop competence and confidence in teaching exceptional learners and to provide leadership in this area. The organization is highly experiential, self-directed and collaborative, within a group who share an interest in working with exceptional learners. Learning materials $15.

Focuses on social justice and inclusionary education in schooling contexts of excellence, learning outcomes and preparation for participation in the global economy. Candidates draw on the understandings of practising teachers who have developed the mutual trust and confidence that allow a questioning of schooling/teaching practices and agendas, and of the larger issues that configure social relations (e.g. racist, sexism, homophobia, able-ism, classism, ethnocentrism, ageism and intellectualism). At the centre is the concrete link between theory and practice-what we do and what we think are not separate.