Concurrent Teacher Education Program (CTEP)

Please note: The CTEP program is no longer admitting students. 

Program Update

  • The 2014-15 session was the last offering of KPE240H1 Equity and Diversity in Education. If you did not complete this course, please contact Carolyn Laidlaw at
  • Students in Year 3 are strongly encouraged to complete the required course KPE341Y - Education Internship in the 2015-16 academic year.

Dates to Remember

  • KPE, PRA and EDU course registration will begin on ACORN - date TBA.
  • Arts and Science course registration will begin on ACORN - date TBA.

CTEP students must follow the program of study for their year of admission. CTEP programs of study are available in previous versions of the Faculty's Academic Calendar, please visit the Academic Calendar section of the website for details.

Degree Explorer

CTEP students can check their BPHE degree program requirements and progress using the Degree Explorer section of ACORN. Please note that B.Ed. degree and second teachable requirements are not tracked by Degree Explorer.

All CTEP students have access to the CTEP Community Organization, which is accessed through the University of Toronto Learning Portal. Use your UTORid and password to login.

The CTEP Community is an online space where announcements and upcoming CTEP-related events are posted. Handbooks that provide detailed information about the program structure, internships, second teachable subject requirements, and language proficiency testing are also available on the CTEP Community Organization site. Students should check back frequently and refer to the most up-to-date versions of the handbooks for important program information and contacts.

To remain in the CTEP program, you are required to maintain a minimum cumulative academic GPA (C ACCA) of 2.3 by the end of Year 2. If your C ACCA is below 2.3 at the end of Year 2 (or any other year), you will be placed on warning of removal. In order to be allowed to continue in the program, your annual academic GPA (A ACCA) for the following year must be at least 2.3.

A student shall be deemed to have completed Year 5 and therefore be eligible for graduation, when standing has been obtained in the full complement of 25 academic courses, 2 interprofessional education seminars (starting with 2012 admits), 7 practica courses, one Education Internship, 3 outdoor projects, an acceptable Standard First Aid and Basic Rescuer CPR, and when all other BPHE/B.Ed. requirements have been fulfilled. It is the student’s ultimate responsibility for ensuring that all requirements have been met. Students are strongly advised to check the total number of course credits completed, and the appropriate levels before the last date to add courses in the fall term of Year 4.

To graduate, a student must:
1. Obtain on their best 15.0 non-EDU academic credits a GPA of at least 2.5.
2. Obtain a cumulative practicum GPA of at least 1.7.
3. Obtain a cumulative education course GPA of at least 2.3.
4. Meet all other requirements of the BPHE/B.Ed. program as established in the year in which he/she first entered the Faculty.

The following courses are required for all CTEP students of the Faculty and are not available to other students.


KPE 240H Equity and Diversity in Education
This course focuses on critically examining social (in)justice, equity and diversity issues facing teachers and students in Ontario schools. One of the goals of this course is to assist teacher candidates to reflect on the inclusions and exclusions (re)produced by the education system. Students will be asked to consider their own assumptions about schooling and will learn how educational and equity responses to gender, sexual orientation, disability, class, racialized minorities, ethnicity, and language differences affect educational outcomes. The course includes a field experience in which students will expand their understanding of equity and diversity through observation and participation in school and/or community organizations serving marginalized groups.
Exclusions: PHE 301H/KPE 300H (this course will substitute for any KPE 300H prerequisite), UNI 371H
Prerequisite: KPE 100H/PHE 102H
Corequisite: KPE 200H/PHE 202H
Three lecture hours per week.

EDU 312H Principles of Teaching: Legal, Ethical & Professional
This course builds understanding of teaching as a professional practice. The course will primarily focus on the research base underlying policies and documents such as the Foundations of Professional Practice. Through guided CTEP portfolio activities, students will make connections and reflect on the construction of their professional identity. This course is linked to an online module on School Law.
Prerequisite: PHE 240H/KPE 240H


KPE 440H Communication and Conflict Resolution
The course focuses on principles and practices of conflict management and resolution, emphasizing interpersonal communication, including cross-cultural perspectives and communicating across different identities and worldviews, with particular attention to the relevance of these skills, principles, and processes to teaching and schooling.
Prerequisite: PHE 240H/KPE 240H

EDU 322H Inclusive Education: ESL & Exceptional Learners
Provides a foundation in inclusive curriculum and pedagogical practices for diverse exceptional learners in the classroom, (including behaviour, communication, intellectual, physical, and multiple exceptionalities) and students for whom English is a second language (ESL). This course includes a field experience involving observation of a variety of exceptional and English language learners. Students will engage in a tutoring experience with one learner over several sessions.
Prerequisite: PHE 240H/KPE 240H

EDU 460H Psychological Foundations of Learning
Focuses on key psychological theories and research relevant to student learning. Explores how psychological factors and a teacher’s understanding of these issues influence student learning, student motivation and the learning environment. Emphasizes subject-specific methodology. Students are introduced to curriculum documents appropriate to their division(s), evidence-informed pedagogical practices, and assessment and evaluation methods.
Prerequisites: PHE 240H/KPE 240H, EDU 312H, EDU 322H, PHE 341Y/KPE 341Y
Co-requisite: PHE 340H/KPE 440H

EDU 470H Social Foundations of Teaching and Schooling
Focuses on how teachers can support diverse students’ learning in classroom, school and school system settings. This requires developing understandings of classroom social and cultural dynamics in relation to teachers’ curricular and pedagogical choices, program and school organization, working relationships among teachers and administrators, and how educational policies shape diverse students’ experiences of schooling.
Prerequisites: PHE 240H/KPE 240H, EDU 312H, EDU 322H, PHE 341Y/KPE 341Y
Co-requisite: PHE 340H/KPE 440H

EDU 480H/ EDU 580H Mentored Inquiry and Teaching I and II
This methodology course draws upon foundational and curricular concepts introduced throughout the program. The goal is to help new teachers make sense of their teaching experiences as beginning practitioners through inquiry projects. This course will include 10 to 15 Mentored Inquiry and Teaching days in schools over the course of the academic year. This component will be taken in conjunction with other B.Ed. courses including Curriculum, Instruction, and Assessment and practicum placements.
Prerequisites: PHE 240H/KPE 240H, EDU 312H, EDU 322H, PHE 341Y/KPE 341Y
Co-requisite: PHE 340H/KPE 440H


In the Concurrent Teacher Education Program, students will have field experiences linked to Equity and Diversity in Education and Inclusive Education: ESL and Exceptional Learners courses. These experiences are primarily for observation and small inquiry research projects. In addition to the field experiences, candidates have the opportunity for two supervised practicum placements and an internship experience. Initially candidates observe school communities and gradually become involved in tutoring, student-teaching, and research inquiry experiences.

KPE 341Y Education Internship
The purpose of the internship is to integrate, extend and deepen the learning experiences of each teacher candidate as he/she identifies particular academic or practical interests throughout the course of his/her studies. Teacher candidates can only complete their internship placement at a secondary school. This course includes lectures and tutorial meetings in preparation for this experience, and the 100 hour internship must be successfully completed before entry to the Professional Year.
Prerequisites: PHE 201H/KPE 220H, PHE 240H/KPE 240H, PRA 100Y, PRA 200Y/(PRA 200H, PRA 201H)
Three lecture/tutorial hours bi-weekly.

EDU 490H/EDU 590H Practicum I and II
The practicum consists of two elements: orientation to schools, with a focus on the school community, and classroom practice. Students will complete two practicum sessions in Year 5 of the program. The first practicum will take place in the fall term spanning 20-25 days, and will focus on the student’s second teachable subject. The second practicum will take place in the winter term spanning 30-35 days, and will focus on the student’s anchor subject (Physical Education and Health). Practicums will take place in schools or other settings approved by the Ontario College of Teachers. Through field experiences attached to other B.Ed. courses, teacher candidates spend an additional 10-15 days in schools leading up to their practicum placements.

In order to fulfill the required number of placement/practicum hours to obtain a BEd degree as stated by the Ontario College of Teachers (OCT), there are three placements that OISE/UT requires all CTEP students to complete.

a) Year 3 – KPE 341Y Anchor Subject Education Internship
The 1.0 credit course KPE341Y - Education Internship must be completed in Year 3 of the program and is a mandatory CTEP course in this Faculty. This internship consists of lectures, tutorial meetings and 100 hours of placement in a secondary school, Physical and Health Education department. All Education Internship placements will be located in the GTA within schools that the Faculty has previously worked with.

b) Year 5 - Anchor Subject Practicum (Professional Year @OISE, Winter)
Students will be required to complete their Professional Year at OISE during the 5th year of CTEP. All courses will be taught at OISE, and students will follow the term dates set by OISE, which may differ from the dates set for the Faculty of Kinesiology and Physical Education. For example, classes may start earlier in January, and there will be a one week break period in March, rather than in February. There will be seven weeks of placement in a classroom during the Winter term, which will be organized through OISE’s School-University Partnerships Office. The seven weeks will be split into a four-week and a three-week section, and will take place with the same Associate Teacher.

c) Year 5 – Second Teachable Practicum (Professional Year @OISE, Fall)
The four week practicum in each student’s second teachable subject will take place in the Fall term of Year 5. This placement will also be organized through the School-University Partnerships Office.

Due to the heavy course load and practicum periods that are required during the Year 5 Professional Year, students must complete all BPHE Program Requirements prior to beginning the Professional Year. The exception to this is the required course KPE440H – Communication & Conflict Resolution, which must be taken in the Fall term of the Professional Year, and will be scheduled around the EDU courses and practicum.

All CTEP students are required to declare a second teachable subject (TS2) at the end of Year 1. Students may change their TS2 during the course of the program by completing a request form in the Registrar’s Office (usually no later than second or third year). Depending on the teachable chosen, there may be some courses in the BPHE program which can also count as credits towards the TS2. Students may contact Carolyn Laidlaw to discuss their second teachable choice, and the specific requirements needed to successfully complete this aspect of the program.

Please refer to the ‘Teaching Subjects Guidelines for I/S Candidates’ on Blackboard, which is a very useful resource for you in planning and preparing for your second teachable. Students are advised to start collecting their second teachable credits as soon as possible, beginning in Year 1.

Second Teachable Subjects Overview

Subject Requirements Notes/Recommended Courses
Computer Studies 4 full credits Computing courses.
Dramatic Arts* 4 full credits Drama - Courses in acting and performance.
Economics* 4 full credits These Arts & Science courses can be difficult to access.
English 4 full credits Courses in Shakespeare, Canadian Lit, post colonial lit, language and writing.
Family Studies* 4 full credits  
French as a Second
5 full credits Must demonstrate written and oral proficiency prior to Year 5.
Geography 4 full credits Courses in physical and social geography.
History 4 full credits Courses in Canadian history, social history, history of non-western nations.
Intl Language - German* 5 full credits Must demonstrate written and oral proficiency prior to Year 5.
Intl Language - Italian* 5 full credits Must demonstrate written and oral proficiency prior to Year 5.
Intl Language - Spanish* 5 full credits Must demonstrate written and oral proficiency prior to Year 5.
Mathematics 4 full credits Courses in calculus, linear algebra, probability and statistics, proof based math recommended. Only one credit in statistics may be counted.
Philosophy* 4 full credits  
Politics* 4 full credits  
Religious Education 4 full credits Intended as preparation for teaching Religious Education in Roman Catholic school.
Science: Biology 5 full credits Very popular TS2 for KPE students. Courses in anatomy, biochemistry and physiology can be counted along with several KPE courses.
Science: Chemistry 5 full credits Not recommended for KPE students.
Science: General 5 full credits One credit from each of biology, chemistry and physics is required. Not recommended for KPE students.
Science: Physics 5 full credits Not recommended for KPE students.
Social Science* 4 full credits Courses from anthropology, sociology and/or psychology.

*Optional courses in Ontario secondary school curriculum

If you are a student with a disability or chronic illness, and you feel that you need some form of accommodated support in the academic program and/or in your upcoming field placement experiences, it is important that you register with University of Toronto’s Accessibility Services Office.

Once you are in the third year or higher in CTEP, it is also important that you contact Student Services at OISE as soon as possible if you require support to complete any aspect of the B.Ed. degree program, including field placements. The Student Services Office is located on the 8th floor of OISE, at 252 Bloor Street West, and their phone number is 416-978-2277.

In general, any medical condition or disorder that affects functionality in some way is considered a disability. Some of these may include:
• Learning Disabilities
• Mobility Impairments
• Functional/Fine Motor Disabilities
• Acquired Brain Injuries
• Blindness and Low Vision
• Chronic Health Conditions
• Addictions
• Deafness and Hearing Loss
• Psychiatric Disabilities (including anxiety, depression, OCD)
• Communication Disorders
• Temporary disabilities, such as fractures and severe sprains, recovery from an operation, serious infections, or pregnancy complications

Students who select French as their TS2 must complete 5.0 French credits from the Faculty of Arts & Science before they can begin their Professional Year of Study in Year 5.

All CTEP students also have access to OISE Student Success Centre. Among other services, it provides one-on-one consultations to assist students with proficiency improvement, and language portfolio support for students in years 3 and 4. Students are strongly encouraged to take advantage of these resources.

Note: The above requirements also apply to students who select a teachable in any international language (German, Italian, Spanish, or Other).

Everyone who works in a school or with children is required to complete a Vulnerable Sector police check. This check is valid for one year from the date that it is issued, so you will need to obtain one every year that you are in the program. Once you are working as a teacher, you will need to continue this, so it is good to get in the habit early! You need to contact your local police station to request this check, and it is strongly recommended to get this done as early as you can. If you obtain it over the summer, then you will be covered for the entire school year, in most cases (it is up to each school board to determine policy regarding police checks). You should always keep the original of your police check, so that you can show it to any school or organization that requests proof of completion; and provide photocopies for their records, if requested.

The procedure for obtaining a police check is dependent on your home address. Please see the OISE website for details specific to your area.

Note 1: If you live in Toronto (have a postal code beginning with ‘M’), you must first go to the OISE Registrar’s Office (252 Bloor Street West, 4th Floor) to obtain the Vulnerable Sector consent form, which needs to be signed by a designate from OISE before it can be processed by Toronto Police for this program.

Note 2: If you live in Durham Region, you can receive a discounted volunteer rate for your police check if you provide a letter from ‘the organization you are volunteering with’. Please contact Kerstin Giannini to request this letter.

Students must fulfill their final ODP credit (one of: ODP300H, ODP301H, ODP302H) by the end of their fourth year of study. The schedule during your Professional Year at OISE in Year 5 cannot accommodate this requirement.

Dave Cooper, CTEP Co-ordinator
Phone: 416-978-4113
Office: BN328

Tracia Finlay-Watson, CTEP Lecturer
Phone: 416-978-7571
Office: BN333

Carolyn Laidlaw, Academic and Experiential Education Programs Coordinator
Phone: 416-978-6079
Office: Registrar's Office, BN110