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Our Master’s program qualifies graduates to teach from JK to Grade 6 in Ontario schools. We are located at the Dr. Eric Jackman Institute of Child Study (JICS), about a 10-minute walk from ��ݮ����Ƶ���� near Bloor and Spadina.

One key focus in our program is child development. Successful teaching involves understanding child development theories and learning a range of effective, research-informed teaching strategies anchored in inquiry.

Each child needs to feel safe and secure in order to follow their natural curiosities and to develop a love of learning. Therefore, fostering a “community of care” is important too.

Special education, wellbeing and early childhood are also areas we emphasize. (You don’t have to be exclusively interested in little kids to be a good fit for the program.)

Laboratory School Teacher-Researchers at JICS supervise practicum placements in their classrooms and participate in lectures, making direct links between research and practice. Exemplary teachers in Toronto public, Catholic and independent schools also mentor students’ placements, ensuring diverse and varied experiences to inform teaching practice.

In the first year, students are in placements in the morning with classes in the afternoon. This schedule provides a daily opportunity to reflect on your developing teaching practice with classmates and professors, fostering growth and support. In year-2 of the program, you will teach two full days and three mornings per week during your internship term. This in-depth placement will further your understanding of children and how they learn. The other term is academic with coursework only.

Core MA CSE faculty teach most of our courses. They are experts in their field of child study. You will learn from world-renowned scholars and researchers who strive to make high quality education accessible to all children. These same professors were once teachers. Other graduate faculty in the Department of Applied Psychology and Human Development teach elective courses; students in the MA CSE program thus profit from participating in a research-oriented department. There are opportunities for further research involvement for those with interest. Our professors welcome student involvement in their labs.

The Dr. Eric Jackman Institute of Child Study is a hub for excellence in education.
It has an important and unique place in the history of educational excellence, teacher preparation, and child study in Canada. All the different parts of JICS are united in the quest to learn and grow as educators to best meet the needs of children. The MA program, Lab School, Laidlaw Research Centre and EdD program all work together, ask questions and share knowledge.

Extensive Practicum Experience
Student teachers spend over 450 hours practice teaching (JK to grade 6 classrooms).

Knowledgeable Professors
Globally renowned faculty teach our courses. Our students are on a first-name basis with them!

Collaboration with the Lab School
Our students learn from teachers at our award-winning Laboratory School, all of who are engaged in inquiry projects in their classes.

Research Opportunities
Research activities are embedded in coursework and in our professors' labs, where some students choose to participate.

Special Education, Early Childhood Education and Wellness
Students may focus on one of these domains in elective courses if they wish.

Quick Facts:

• 2 years (5 terms)
• Become an elementary school teacher (JK-6)
• 22 half-courses, teaching placements, and a (well-supported) research project
• Program highlight: Housed at JICS with UofT's Laboratory School
• Full-time enrolment only

Practicum placements provide the opportunity to work across a diverse variety of schools, neighbourhoods and different grade levels in classroom settings. They take place in Toronto, within 45 minutes of Jackman ICS by public transit.

Teacher Candidates are assigned to practicum placements in one or more of the following:

• Toronto District School Board
• Toronto Catholic District School Board (optional; extra course required)
• Independent schools in Toronto
• Based upon the availability of space, students have the opportunity to have one first or second year practicum placement at the Dr. Eric Jackman ICS Laboratory School.
• All students observe children in the Lab School

The MA CSE program has a unique model for practice teaching. The structure is immensely beneficial as students learn to be teachers. 

First year students are required to complete two 10-week teaching blocks throughout the year.

• A kindergarten placement or a primary placement (Grades 1-3) and a junior placement (Grades 4-6).
• Placements take place Monday to Thursday in the morning. There is opportunity for immediate reflection and support in afternoon classes.
• An optional full-time teaching placement in May is available for first and second year students. Students may gain experience in a special education environment or make contacts in a school of interest.

Second year students complete a teaching internship in one of the terms (fall or winter). The other term is an academic term.

• Placements are comprised of full days on Monday and Tuesday and mornings only on Wednesday, Thursday and Friday.
• The 13-week internship allows students to develop the range of skills and experiences necessary to lead a classroom.
• All interns are in placements the week after Labour Day. This is a unique opportunity to learn how teachers establish classroom culture and procedures at the beginning of the school year.

Year 1 Courses

*All students must all take three half-course electives in their first year.

• Students without undergraduate courses in child development must take APD1201H (Child and Adolescent Development) as one of their electives.
• Students who wish to teach in the Roman Catholic Separate Schools of Ontario are required to take a religious education course in addition to their regular electives (fee applies). Students interested in this option should contact the Continuing and Professional Learning Department at ��ݮ����Ƶ����.

Year 2 Courses

Registration in the second year is contingent upon successful completion of all first year work.



Academic Term:

Internship Term:

In addition, all students in our program must demonstrate knowledge of the acts and regulations respecting education in Ontario.

Our department offers elective courses related to areas of emphasis in our program. Offerings may vary slightly each year.

• Special education (e.g. ADHD, Autism, Reading Disabilities, etc.)
• Early childhood education (e.g. Play and Education, Psychological Foundations of Early Development & Education, Social-Emotional Development and Applications, etc.)
• Wellness (e.g. Mental Health in the Classroom, Mindful Self-Compassion for Educators, Preventative Interventions for Children at Risk, etc.)
• Inclusion, Diversity, Equity, Anti-Racism, and Accessibility: (e.g. Teaching Black Educator Identity and Practice, Gender Equity in the Classroom, Indigenous Civilizations of Turtle Island: Language, Culture and Identity, etc.)

Students may focus in one area or explore a range of interests.

Admission Requirements

• A 4-year bachelor’s degree with a mid-B, (73%-76%) or better in the final year from a recognized university (college, polytechnic or university level are all acceptable)
• Your undergrad degree may be in any academic discipline.
• If applying in your 4th year, the Registrar’s Office will look at your 3rd year marks. Acceptance in this case would be conditional on 4th year marks.
• If your bachelor’s degree was completed on a part-time basis, the Registrar’s Office will look at the average from your 10 most recent, senior-level half courses (or 5 full-year courses).
• It’s okay to apply if you are not a recent graduate. Second career applicants are welcome – see letter of reference information below.
• Experience working with groups of children, preferably in responsible positions. This may be paid or volunteer work.
• A satisfactory vulnerable sector police check is a requirement prior to having direct contact with students. Without a satisfactory check, schools will not allow teacher education candidates to participate in practice teaching.
• Successful interview
• The ��ݮ����Ƶ���� is strongly committed to diversity within its community and especially welcomes applications from people in underrepresented groups and people who may contribute to the further diversification of ideas.

Timeline

Applications for a Fall 2025 start are now open. 

• Application deadline: November 11, 2024 at 5pm EST
• Next available program start: September 2024 (no January start)
• Applicants can expect to hear back by March

**Only applications received by this deadline will be considered. No advantage is given to early applications.

Gather Application Components

Transcripts
It’s not necessary to submit official transcripts unless you receive an offer of admission.

Unofficial transcripts are a requirement. Please ensure that your uploaded transcripts are legible, accurate and complete (not missing pages). Upload one electronic or scanned transcript from each and every post-secondary institution you have attended (including ��ݮ����Ƶ���� and the ��ݮ����Ƶ����). Instructions are provided within the online application system.
 

Letters of Reference

Two supporting letters of reference are required. 

One academic (from a professor who can comment on your academic ability, NOT from a school principal or supervisor in a child care setting)

• Please have your referee answer the following question:

How would you compare this applicant to other students in your program? For example: Top 1%? Top 10%?

• It is appropriate for the academic referee to comment on things like general impressions of your aptitude, contributions in class, work with others, writing/language skills, problem solving ability, creativity, organizational skills, research ability, technical expertise, research software savvy, any other academic asset you would bring to our program.
• If you have been out of school for a long time and it’s not possible to have a former professor write the letter, perhaps a recent or current supervisor/employer could comment on skills that are applicable to graduate studies

One professional (from a supervisor who has witnessed your work with groups of children)

• Please have your professional referee comment on things like your rapport and experience with children, organization, problem-solving, planning, professionalism, work ethic, interpersonal skills, ability to adapt to changing circumstances and response to stress, ability to take direction and feedback, any other asset you would bring to your work with children and elementary schools

Résumé/Curriculum Vitae

Experience with Children Chart

Please outline your paid and volunteer experiences working with children on the chart provided via the online application system – especially those involving groups of children.

Three Faculty Questions

This is your opportunity to describe assets and experiences, explaining how they relate to the program. We are also interested in your ideas regarding education and what you are curious about. Answers should be no more than 250 words per question. Here are the questions that you will be asked to answer on the application system:

1. Tell us what interests you about teaching and learning. Explain how these interests relate to the Child Study and Education program.
2. Describe a significant experience you have had with children. Drawing on this experience, share your insights about educating children. Explain how these insights might be relevant in today’s schools.
3. The MA CSE program is committed to equitable and inclusive practices that reflect the diversity of the communities we live and teach in. What experience and knowledge do you have about equity and inclusion and what do you hope to learn in our program? 

For International Applicants
Only candidates with very strong English language proficiency and qualifications (high grades and extensive experience managing groups of children) will be considered for admission. 

Application System Tips

• Our program resides in the Department of Applied Psychology & Human Development. Select that Graduate Unit when you apply.
   
• Select Problem Based Inquiry or PBI as a field of study.
   
• As you are completing the online application form, you have the option of uploading your transcripts, CV and experience with children chart. You can submit the online application form without these documents and upload them later, as long as you do it prior to the deadline. The "Review" page of the application form will alert you if you are missing any required fields.
   
• When you have completed and checked over the form part of the application process, click "Continue". Please Note: Once you click Continue, you can no longer edit the application form. It will be officially submitted, and from there you are taken to your applicant status portal. This is where you will pay the fee, see your checklist of all required materials, and upload those items.
   
• You can apply for up to three ��ݮ����Ƶ���� programs for the same application fee. You must pay before you can begin application #2 and #3. If you are trying to decide on an ��ݮ����Ƶ���� Teacher Ed program, you can actually apply to more than one.

NOTE: This program is not funded.

Application details will be communicated to MA CSE students each fall and winter. All application awards are normally given out in the fall except for the Kingsley and Kidd awards.

Dr. Eric Jackman Institute of Child Study - Application Awards

(for registered students - notified when applications open)

• CHILD STUDY BURSARY:
  The Child Study Bursary is to be awarded on the basis of financial need to students in the Child Study and Education MA program.
• FRANCE RICHARDS FUNDING:
  The Frances Richards Award is awarded to MACSE students with demonstrated financial need facing emotional challenges. 
• JEFFREY DRDUL MEMORIAL AWARD IN SPECIAL EDUCATION
  This award was established by Mrs. Lorraine Drdul in the memory of her late son, Jeffrey Drdul. Jeffrey, who was perceptually handicapped, attended special education classes in Toronto public schools as well as two schools for learning disabled children. To be awarded to one or more students in the Masters of Arts in Child Study in Education program at ��ݮ����Ƶ���� based on financial need. Preference will be given to a student with a focus on special education.
• JOY PENNER FUNDING
  This bursary is awarded on the basis of financial need in an emergency situation. 
• MARGARET KIDD CONFERENCE FUNDING
  Small grants are provided to assist CSE students in attending conferences that will enrich their professional education. Preference will be given to applications related to the early years. The fund was established to recognize Margaret Kidd’s lifetime of professional achievement in this area. Awards are based on the student’s record, the relevance of the proposed conference to the education and care of young children, and plans to ‘report back’ on the conference to the Jackman ICS community. Preference is given to students in the second year of the program. Students are welcome to apply at any point during the year.
• ROBERT SETH KINGSLEY GRADUATE STUDENT FELLOWSHIPS
  This award was established in memory of Robert Seth Kingsley who was a student in the Dr. Eric Jackman Institute of Child Study Laboratory School. It is granted to one or two students in the MA program in Child Study and Education. Awards will be made on the basis of financial need potential for excellence and leadership in special education, demonstrated by an ability to integrate scholarship and practice. 
• WILLIAM WATERS GRADUATE AWARD IN TEACHER EDUCATION
  Established in 2015, the William Waters Graduate Awards in Teacher Education are to be awarded to graduate students enrolled in the Master of Arts Child Study & Education program on the basis of financial need. Preference will be given to visible minority or Indigenous student(s).

Dr. Eric Jackman Institute of Child Study - Nomination Awards

(faculty/staff nominations determine award winners)

• DR. ERIC JACKMAN INSTITUTE OF CHILD STUDY PRACTICE TEACHING AWARD
  These awards will be given out to year-two students who have demonstrated excellence in teaching practice. There will be a call for nominations from mentor teachers via Practicum Coordinators in the winter term.
• DR. ERIC JACKMAN INSTITUTE OF CHILD STUDY PREVENTION OF CHILD ABUSE AWARD
  One award will be given out to a student who has demonstrated outstanding research or practice in child abuse prevention. There will be a call for nominations in the winter term from faculty and staff familiar with student work in this area.
• DR. ERIC JACKMAN INSTITUTE OF CHILD STUDY RESEARCH AWARD
  One or more awards will be given out to year-two students who have demonstrated excellence in research. There will be a call for nominations from departmental faculty in the winter term.
• DR. WILLIAM E BLATZ AWARDS
  In memory of the Jackman ICS Founding Director, Dr. William E. Blatz, two or more awards are given in recognition of students who make significant contributions to the Jackman ICS community. Recipients are chosen from among the Leighton McCarthy nomination pool. The Jackman ICS Awards committee will solicit nominations in the winter term.
• LEIGHTON MCCARTHY MEMORIAL SCHOLARSHIP FUND
  This award was established in 1977 by the Hope Foundation in memory of Mr. Leighton McCarthy, a former governor of the ��ݮ����Ƶ���� who gave his residence at 45 Walmer Road to the university. This residence is now the home of the Dr. Eric Jackman Institute of Child Study. The award is granted annually to one or two second-year students in the Master of Arts in Child Study and Education program. Selection is made on the basis of scholastic excellence and contribution to the life of the Jackman Institute. Financial need may also be considered. 
• ROBERT SETH KINGSLEY ENTRANCE AWARD
  This award was established in memory of Robert Seth Kingsley who was a student in the Dr. Eric Jackman Institute of Child Study Laboratory School. It is awarded to one or two outstanding applicants to the MA program in Child Study & Education. Consideration for this award will be based on financial need, as well as evidence of a strong interest in special education in a requested chart and in applicant letters of intent.

Graduate Awards at ��ݮ����Ƶ���� 

More information on these awards is available on the Graduate ��ݮ����Ƶ���� Awards page under “Department Specific Awards – Child Study and Education MA Program”.

• MEMORIAL SCHOLARSHIP FUND
  To be awarded to an MA CSE student based on financial need and demonstrated academic promise. The award was established by friends and family of Amanda Marie Cowan who passed away in 2007.
   
• VARI AWARD
  This is an annual nomination award of $10,000 per year. Each year, one MA CSE student in their first year of the program is selected. Students are nominated based on financial need, academic merit, and the potential to contribute to the teaching profession. Recipients may receive the award in year-2 of the program provided they achieve a B+ average on ��ݮ����Ƶ����/UT course work.
   
• NORMA BROCK BURSARY
  This award was established in memory of Norma Brock, a teacher with a long and distinguished career in education. One or more bursaries in the amount of $5,000 each will be granted to students who are experiencing financial need due to family responsibilities. Preference will be given to single parents and/or students who are returning to school from the workplace.
   

• THE DVW DIVERSITY IN EDUCATION AWARD 3
  The DVW Diversity in Education Award 3 will be awarded on the basis of financial need. Preference will be given to candidates who can act as role models in the education system for students from marginalised groups, such as visible minority, LGBTQ, Two-Spirit, Black, Indigenous, people of colour, as well as students with disabilities.

For students interested in combining an undergraduate degree with a master’s degree focused on education, we offer a Combined Degree Program (CDP). The CDP is an opportunity to focus studies and use 1.0 credits (usually two half courses) toward each degree, thereby saving time and opening the door to opportunities at the Dr. Eric Jackman Institute of Child Study.

• UTM: Honours Bachelor of Science, Specialist in Psychology combined with ��ݮ����Ƶ���� Master of Arts in Child Study and Education
• UTM Honours Bachelor of Science, Specialist in Exceptionality in Human Learning combined with ��ݮ����Ƶ���� Master of Arts in Child Study and Education
• UTM: Honours Bachelor of Science, in Psychology combined with ��ݮ����Ƶ���� Master of Arts in Child Study and Education 
• UofT Honours Bachelor of Arts or Science with a minor in Education & Society (Victoria College) combined with ��ݮ����Ƶ���� Master of Arts in Child Study and Education

Each Combined Degree Program leads to both an Honours Bachelor’s degree from the ��ݮ����Ƶ���� and a Master of Arts in Child Study and Education (MA‐CSE) degree from ��ݮ����Ƶ����, including qualifications to teach JK-Gr 6 in Ontario schools.

How it Works:

• Students in their third year of one of the above bachelor’s programs may apply for the Combined Degree Program with the MA CSE program.
• Initial applications are made by expressing interest to your undergraduate department in fall of year 3 (Principal’s Office at UVic). Once approved, students may formally apply to the CDP.
• Upon conditional acceptance, students will take two elective courses that count toward both their undergraduate degree and our MA CSE degree at ��ݮ����Ƶ����-UT.
• Students who take the combined program pay the same tuition and take the same courses as students in the regular MA CSE program. 
• The major benefit is that you save a significant amount of time and effort between year-1 and year-2 of the MA CSE program. CDP students will take one elective instead of three. Two graduate level electives completed during undergraduate studies count toward both your Bachelor’s degree and the MA CSE degree.
• Benefit of exposure to opportunities at JICS and ��ݮ����Ƶ���� a year sooner.
• Registration fee is $125.

Timeframe for Applying to CDP

Important Dates:

• Fall of year 3, undergraduate studies: Express interest to your Office of the Registrar
• January of year 3: Apply to the Combined Degree Program
• May: Registration for those admitted in the Combined Degree Programs
  • UTM: Honours Bachelor of Science, Specialist in Psychology combined with ��ݮ����Ƶ���� Master of Arts in Child Study and Education
  • UTM Honours Bachelor of Science, Specialist in Exceptionality in Human Learning combined with ��ݮ����Ƶ���� Master of Arts in Child Study and Education
  • UTM: Honours Bachelor of Science, in Psychology combined with ��ݮ����Ƶ���� Master of Arts in Child Study and Education 
  • UofT Honours Bachelor of Arts or Science with a minor in Education & Society (Victoria College) combined with ��ݮ����Ƶ���� Master of Arts in Child Study and Education

CDP Admission Requirements

For Conditional Acceptance

To be considered for one of the Combined Degree Programs and conditional admission to the Master of Arts in Child Study and Education program, students must meet the following minimum admission requirements:

1. Be registered in their 3rd year of a Bachelor's Degree Program, in one of the programs listed above.
2. Have a minimum third year AGPA of 3.7.
3. Must have experience working with children.

Please Note: Meeting the minimum requirements does not guarantee admission to the program.

For Full Acceptance

To have the conditions lifted from the offer of admission and to gain full acceptance to the MA‐CSE program at the end of Year 4, students must meet the following requirements:

1. Have minimum fourth year AGPA of 3.7.
2. Have an average grade of at least B+ in the two graduate half courses taken between Years 3 and 4 of your undergraduate program (UTM) or in year-4 of your undergraduate program (UVic).
3. Demonstrate Bachelor's degree conferral.
4. Meet all qualifications as specified by the MA‐CSE program (under “Admission Requirements”)

CDP Elective Requirements

The following are examples of recommended elective courses that are typically offered. Combined Degree Program students will be integrated in classes with non‐CDP students from across the Department of Applied Psychology & Human Development. 

Early Childhood Education Electives

Special Education Electives

Other Recommended Electives

��ݮ����Ƶ���� reserves the right to cancel courses for which enrolment or resources are insufficient.

The MA-CSE program philosophy is based on the belief that successful teaching requires a deep understanding of children. 

Our program’s strong focus on classroom practicum experience builds links to child development, research, and teaching and assessment practices and approaches. Teacher Candidates have the opportunity to acquire and consolidate professional knowledge, skills, and attitudes through a range of placement experiences over the two years of the program, supported and supervised by extraordinary Associate Teachers and Practicum Coordinators.

Information for Associate Teachers

Expectations for Students:

In Year 1, practicum expectations are based on a growth mindset and build over time beginning with a focus on observation in the classroom.  Teacher Candidates then proceed to working with individuals and small groups, and finally to planning or co-planning units of instruction and taking responsibility for teaching whole mornings.

In Year 2, the Teacher Candidate assumes increasing responsibility for planning and implementing cross-curricular teaching units and assessing and evaluating student learning.
 

Resources for Associate Teachers (ATs):

Please read the 24/25 Handbook. It provides detailed information about placement organization, roles and responsibilities and expectations. Also included are evaluation guidelines, general  information (i.e., attendance, accommodations, policies on equity and diversity and sexual harassment, professional activity days, etc.) as well as information on standards of practice.

Below are quick links to the most commonly requested information for Associate Teachers.

YEAR 1

• Year 1 Desk Card (2024-2025)

YEAR 2

• Year 2 Desk Card (2024-2025)

*Please note: Documents may be subject to change in response to COVID-19.

Program Chair: Dr. Yiola Cleovoulou & Dr. Laurie Faith

Program Faculty: Dr. Jody Chong, Dr. Yiola Cleovoulou, Dr. Julie Comay, Dr. Lisa Dack, Dr. Laurie Faith, Dr. Patricia Ganea, Dr. J. Garrett-Walker, Dr. Zack Hawes, Dr. Steven Katz, Dr. Rhonda Martinussen, Dr. Angela Pyle, Dr. Richard Volpe

Students who wish to pursue the French as a Second Language (FSL) qualification, must successfully complete the following requirements:

• Pass the  prior to completing the following two courses as elective courses.

  • Curriculum and Teaching in French as a Second Language — Primary/Junior 

  • L’immersion française: enseignement et recherches 

• Complete one practicum placement in a French classroom following successful completion of the French Proficiency Test and both courses.