Queen’s University Internationally Trained Teachers Program: Complete Guide for Educators

Understanding the Queen’s ITT Program

The Internationally Trained Teachers (ITT) program at Queen’s University addresses one of the most significant challenges facing Canada’s education system: how to effectively integrate the skills and experience of internationally certified educators into Ontario’s classrooms. As Canada continues to experience teacher shortages, particularly in specialized areas like special education and English language learning, the ITT program serves as a critical bridge between international teaching qualifications and the specific requirements of the Ontario educational context.

Offered by the Faculty of Education at Queen’s University in Kingston, Ontario, this 16-month in-person program is unique in Canadian higher education. It is the only program of its kind designed specifically to prepare internationally trained teachers for success in Ontario classrooms — addressing not just pedagogical knowledge gaps but the cultural, linguistic, and social competencies that determine whether a teacher can truly thrive in a new educational system.

For university administrators and education policy professionals, the ITT program represents an innovative model for addressing teacher supply challenges through targeted credential bridging rather than requiring internationally trained professionals to complete entirely new degree programs. This approach recognizes and builds upon the substantial teaching experience that participants bring, while addressing the specific gaps in Ontario-specific knowledge that might otherwise prevent highly qualified educators from contributing to the province’s schools. Programs like this benefit greatly from interactive presentation formats that help prospective participants understand complex program structures.

Who Should Apply to the ITT Program

The ITT program is designed for a specific audience: teachers who hold teaching certification from a country other than Canada and who seek to transition their careers into the Canadian — specifically Ontario — education system. This includes teachers from any national educational system, regardless of the level or subject they previously taught, provided they hold recognized teaching credentials from their home country.

The program explicitly welcomes candidates with families, recognizing that the decision to relocate internationally for career development often involves entire families rather than individual professionals. Kingston offers robust support systems for newcomers to Canada, including community organizations that assist with settlement, language support, and social integration for family members who are also navigating the transition to a new country.

What makes the ITT program particularly valuable for internationally trained teachers is its comprehensive approach. Rather than focusing solely on curriculum knowledge or classroom techniques, the program addresses the full spectrum of challenges that teachers face when transitioning between educational systems. Cultural norms around teacher-student relationships, expectations for classroom management, approaches to student assessment, and the role of teachers within the broader school community all vary significantly between countries — and these differences can undermine even the most experienced teacher’s effectiveness if they are not explicitly addressed.

The program is also relevant for teachers who may have been teaching in Canada without formal Ontario certification but want to formalize their credentials. The AQ courses provided through the program carry recognition from the Ontario College of Teachers, meaning they contribute directly toward the certification requirements that determine access to permanent teaching positions in Ontario’s publicly funded school system.

Intercultural Communication Foundation

The program begins with an intercultural communication course that establishes the linguistic and socio-cultural foundations needed for success in both the academic program and, ultimately, in Ontario classrooms. This foundational course is not simply an English language course — it addresses the deeper cultural competencies that determine whether an internationally trained professional can communicate effectively across the cultural contexts that characterize Canadian classrooms.

The course enhances English language proficiency specifically for teaching contexts — the academic and professional English required for lesson planning, parent communication, staff collaboration, report writing, and classroom instruction. For teachers whose English is already strong, the course deepens their understanding of Canadian communication norms, idiomatic expressions, and the informal professional language that characterizes staffroom interactions and parent-teacher conferences.

Intercultural competence development is a core component of this foundational course. Participants explore how cultural backgrounds shape expectations about authority, classroom behavior, student participation, assessment fairness, and educational goals. This self-awareness is essential because most cultural assumptions are invisible until they collide with different cultural norms — and classrooms are environments where these collisions happen daily. By making cultural frameworks explicit, the course enables participants to navigate cultural differences thoughtfully rather than reactively, creating a foundation for effective teaching in Ontario’s increasingly diverse school communities.

Seven Additional Qualification Courses

The academic core of the ITT program comprises seven Additional Qualification (AQ) courses, each requiring 125 hours of blended instruction combining online and in-person components. All courses are facilitated by Ontario-certified teachers, ensuring that the content reflects current classroom realities rather than theoretical ideals.

Orientation to Teaching in Ontario provides the essential overview of the Ontario educational system — its structure, governance, curriculum frameworks, and professional expectations. The Learning Environment course addresses classroom management, inclusive design, and the physical and social conditions that support effective learning. Special Education Part 1 introduces the legal, pedagogical, and administrative frameworks for supporting students with exceptionalities — a critical competency given Ontario’s strong inclusive education mandate.

Student Assessment and Evaluation covers Ontario’s approach to student assessment, including diagnostic, formative, and summative practices aligned with the provincial curriculum. Teaching English Language Learners addresses strategies for supporting students whose first language is not English — an increasingly important competency as Ontario’s student population becomes more linguistically diverse.

The two courses focused on Teaching Students with Communication Needs address Learning Disability and Autism Spectrum Disorders respectively. These specialized courses reflect the growing recognition that effective teachers must be equipped to support students with diverse learning profiles within inclusive classroom settings. According to Ontario’s Ministry of Education, inclusive education requires all teachers to understand and respond to diverse communication needs.

The blended delivery format for these AQ courses balances the flexibility needed by adult learners with the collaborative interaction that enhances professional development. Online components allow participants to engage with content at their own pace and review material as needed, while in-person sessions create opportunities for practice, discussion, and feedback that cannot be replicated through digital interaction alone.

Practicum and School Experience

The 20-day practicum component provides the most direct preparation for Ontario classroom teaching. During this placement, ITT participants work alongside experienced Ontario teachers, observing and gradually taking on teaching responsibilities in real classroom settings. This immersive experience allows participants to apply the theoretical knowledge gained through the AQ courses in an authentic professional context, receiving feedback from both their cooperating teacher and their Queen’s University supervisors.

It is important for prospective participants to understand that practicum placement is not guaranteed due to ongoing teacher shortages that can limit the availability of cooperating teachers and appropriate placement schools. When traditional practicum placements are unavailable, the program provides alternative interactive school experiences and workshops that simulate classroom challenges and provide opportunities for teaching practice in controlled settings.

The practicum experience is particularly valuable because it exposes participants to the daily rhythms and informal norms of Ontario schools — elements that are difficult to teach in classroom settings but essential for professional success. Staff meetings, parent-teacher interviews, report card preparation, playground supervision, and the myriad informal interactions that define a teacher’s day are all part of the practicum experience, providing participants with a realistic picture of the profession they are entering.

For participants with families who may need to travel to other communities for practicum placements, the program’s partnership with the Canada Homestay Network provides accommodation assistance that can make extended placements logistically feasible. This support infrastructure reflects the program’s understanding that internationally trained teachers often face practical barriers that domestic candidates do not encounter.

Ontario Teaching Certification Pathway

The ultimate goal for most ITT program participants is certification with the Ontario College of Teachers (OCT) — the regulatory body that licenses teachers for practice in Ontario’s publicly funded school system. The ITT program is designed to support this goal by providing both the academic qualifications and the practical guidance needed to navigate the OCT certification process.

The seven AQ courses completed during the ITT program complement existing teacher education credentials, adding Ontario-specific qualifications that strengthen certification applications. While the OCT evaluates each application individually based on the applicant’s complete educational and professional history, the ITT program’s AQ courses demonstrate commitment to understanding Ontario’s educational context and address the specific competency areas that OCT evaluators prioritize.

Program staff provide direct assistance with the OCT application process, helping participants gather required documentation, understand evaluation criteria, and address any conditions that may be placed on initial certification. This guidance is invaluable given the complexity of the certification process for internationally trained applicants, where documentation requirements, credential assessment procedures, and response timelines can create confusion and delay for applicants navigating the system without support. For education institutions presenting complex certification pathways, interactive program overviews can make these processes much more accessible.

Career Preparation and Job Placement

The ITT program includes dedicated career preparation components that address the specific challenges internationally trained teachers face in the Ontario job market. Workshops cover resume writing tailored to Canadian education sector norms, job search strategies specific to Ontario’s teacher hiring processes, and interview preparation that addresses both the behavioral interview format common in Canadian hiring and the demonstration teaching sessions that many school boards include in their selection processes.

Participants have the opportunity to attend job fairs where Ontario school boards actively recruit new teachers. These events provide direct access to hiring managers and human resources professionals, creating networking opportunities that can accelerate the job search process. For internationally trained teachers who may lack the professional networks that domestic graduates build during their practicum placements, these structured networking opportunities are particularly valuable.

The career preparation component also addresses the practical realities of teacher employment in Ontario — understanding the difference between occasional teaching, long-term occasional positions, and permanent contracts; navigating the seniority systems that govern hiring in many school boards; and understanding the role of teachers’ federations in the Ontario employment landscape. This practical knowledge helps ITT graduates approach their job search with realistic expectations and strategic planning, rather than the frustration that can result from misunderstanding how the system works. The Queen’s Faculty of Education has a strong track record of supporting graduates through this transition.

Housing and Living in Kingston Ontario

Kingston, Ontario provides an ideal setting for the ITT program — a manageable city with excellent quality of life that allows participants to focus on their professional development without the overwhelming complexity and expense of larger Canadian cities. The BBC has rated Kingston as one of the top university towns in the world, reflecting its combination of academic culture, historical character, and natural beauty.

The city is situated at the confluence of three waterways — the St. Lawrence River, Lake Ontario, and the UNESCO-designated Rideau Canal — creating a scenic environment that enhances quality of life for residents and their families. Kingston’s location provides convenient access to three of Canada’s largest cities: Toronto is approximately 2.5 hours to the west, Ottawa 2 hours to the north, and Montreal 3 hours to the east. This geographic position means that ITT participants can access the cultural and professional resources of major cities while enjoying Kingston’s more affordable and family-friendly living environment.

Queen’s University provides comprehensive housing support for ITT participants through its off-campus living advisor, who offers confidential guidance on housing options, tenant rights, and moving logistics, including virtual one-on-one consultations. For participants who prefer a more supported living arrangement, the partnership with the Canada Homestay Network provides an all-inclusive option that includes accommodation, all meals, Canadian cultural immersion, and community friendship opportunities — a particularly attractive option for participants arriving alone or wanting to accelerate their cultural integration.

The homestay option is especially valuable during practicum placements that may require travel to other communities, as the Homestay Network can arrange accommodation in the placement location. Kingston sits on the traditional territory of the Anishinaabe, Wendat, and Haudenosaunee Peoples — a historical and cultural context that enriches the learning experience and connects to the Indigenous learning components integrated throughout the program. For prospective students researching university towns, interactive campus guides offer immersive ways to explore different locations.

Indigenous Learning and Community Engagement

A distinctive feature of the Queen’s ITT program is its integration of Indigenous learning opportunities throughout the curriculum. Participants benefit from visits by Queen’s University Elders and members of the local Indigenous community, gaining perspectives on Indigenous knowledge systems, the history of Indigenous education in Canada, and the ongoing process of reconciliation in the Canadian educational context.

This Indigenous learning component is not an add-on or elective — it is woven through the program in recognition that all teachers in Ontario must understand and respect Indigenous perspectives to be effective educators. The Truth and Reconciliation Commission’s Calls to Action specifically address the role of education in advancing reconciliation, and Ontario’s curriculum increasingly integrates Indigenous perspectives across all subject areas. Teachers who arrive in Ontario classrooms without this understanding are at a significant disadvantage, regardless of their technical teaching skills.

The community engagement dimension of the ITT program extends beyond Indigenous learning to include volunteer programs, visits to local schools, and work with community groups related to education. These experiential opportunities serve multiple purposes: they build professional networks, provide practical experience in Canadian educational settings, enhance language skills through authentic interaction, and create a sense of belonging in the Kingston community that supports the emotional wellbeing of participants during what can be a challenging transition period.

For internationally trained teachers who may feel isolated during the transition to a new country and educational system, these community connections provide social infrastructure that extends beyond the program itself. Fellow participants, community volunteers, homestay families, and school staff encountered during practicums all become part of a support network that can sustain participants through the challenges of career transition and cultural adaptation that continue well beyond the 16-month program duration.