Teacher Education

Come join one of the most dynamic and innovative Teacher Education programs in Canada. Our comprehensive two-year full-time BEd program offers aspiring teachers five specialized areas of study: 1) Comprehensive school health, 2) Developing global perspectives, 3) Second language education, 4) Imagination, creativity and innovation and 5) Urban communities. Successful applicants will have a unique opportunity to work with a team of education leaders who have strong research relationships and professional partnerships with different local, national and international communities.

Our mission is to prepare teachers to educate students in English, French Immersion or Intensive French schools for the ethical, societal, and technological demands necessary toward fostering sustainable 21st century communities.

The Faculty also offers the Aboriginal Teacher Education Program,several programs in French (Formation à l’enseignement), Graduate programs and Professional Development programs.

Consult the Teacher Education program’s viewbook.

Conceptual framework and graduate expectations

Conceptual Framework Teacher Education as developing “Communities of Inquiry”

We use the word communities to represent the multiple communities that teacher candidates and faculty members engage in during the preparation of new teachers. These include, but are not limited to:

  • B.Ed. classrooms
  • Practicum classrooms
  • School communities
  • Global communities
  • Research communities
  • Service learning communities
  • Virtual communities


Our focus on communities is grounded in work on situated learning and communities of practice which suggests that social practice is the primary, generative source of learning (Lave & Wenger, 1991; Wenger, 1998). Opportunities to dialogue and engage in meaningful and sustained collaborative work are well recognized as ways of encouraging inquiry into teachers’ classroom practice and supporting the enactment of new ideas (Cochran-Smith & Lytle, 2009; Fullan, 2001; Hargreaves, 2009). Teachers, both beginning and experienced, derive support, motivation and direction from collaborative work and discussion as they grapple with new thinking, practices and understandings that emerge through research, policy, classroom practice or readings.


The focus on communities is not new in our thinking about teacher education at the University of Ottawa but rather, this focus helps to articulate and focus on some of the work that is already happening within our Faculty of Education. While we recognize that all B.Ed. classes can be seen as strong communities, and that teacher candidates move into school and classroom communities, there are particular initiatives that extend this notion of community. For instance, some professors have made connections with school classrooms and take their teacher education students to those classrooms to observe, assist, and then through discussion, connect the school classroom experience to the more theoretical discussions they have in their own courses.  Other professors send their students out into the community to provide service to a variety of educational communities and to discuss those experiences in their teacher education classes with the view of linking theory and research to those experiences. Hence, the notion of community not only includes the courses and classrooms within the teacher education program but also extends to communities beyond the program, all of which helps to provide forums for inquiry and learning.


We use the word ‘inquiry’ to reflect our view of teachers as both ‘teacher’ and ‘learner’ as they engage in examining what it means to teach and what it means to learn. In some cultures, teacher and learner are not separate words, which would better represent the idea that both teachers and learners play these dual roles. For instance, in Maori, the word ‘ako’ is used to mean to learn, study, instruct, teach, and advise.


We do not see the role of the Faculty of Education as creating teachers as technicians, merely implementing prescribed curricula, instructional techniques, and policy. Rather we see our role as supporting beginning teachers as they bump up against relevant literature, current thinking, curricula, educational policies, and the actions and thinking of teachers as they engage in inquiry into their own views and practices. Thus as well as developing the skills and knowledge of beginning teachers, we also present opportunities and experiences for them to develop a stance of inquiry (Cochran-Smith & Lytle, 2009). Therefore, within the various communities, teacher candidates are encouraged to critically examine and inquire into:


  • Classroom practice (in general, their own, and the practices of those they observe through the program)
  • Student learning and understanding
  • Ontario curricula and initiatives
  • Domain-specific understandings
  • What it means to create and take part in communities of learning
  • Perspectives on schooling
  • Issues of equity and diversity

We view the teacher education program as an opportunity for beginning teachers to engage in a dynamic and iterative cycle of inquiry within a variety of communities. It is within these communities that our teacher candidates are exposed to ideas of teaching and learning, engage in discussion about these ideas, and are provided with opportunities to test out their professional knowledge and practice in a variety of settings.


Teacher Education Program Learning Outcomes The teacher education program is committed to developing teachers within communities of inquiry through


1) Creating, promoting, and participating in communities of inquiry

Graduates of the program:

  • Participate in communities of inquiry
    • Demonstrate commitment to personal and professional learning to inform their own practice
    • Recognize that professional learning occurs in various ways and contexts
    • Participate in local and extended learning communities and/or communities of inquiry and practice
  • Create communities of inquiry
    • Create collaborative and respectful learning communities within their own teaching situations
    • Work collaboratively with colleagues, families and community members to meet the needs of students
    • Recognize the role of teacher as researcher and model a stance of inquiry
  • Promote communities of inquiry
    • Recognize the values and roles of various educational contexts and communities
    • Demonstrate a sense of responsibility to community both locally and globally
    • Recognize various perspectives of the purposes of schooling
  • Demonstrate care, integrity, and respect as outlined in the OCT ethical standards of practice in all aspects of their work


2) Commitment to students and student learning

Graduates of the program:

  • Recognize and respect each student’s uniqueness and provide opportunities for all students to learn and demonstrate their learning
  • Demonstrate the value of the diversity of Canadian society, for instance, in relation to socioeconomic class, ethnicity, sexual orientation, gender, and ability, and the influence of these on student learning needs
  • Promote student well-being including physical, intellectual, social, and emotional welfare


3) Inquiry into Professional knowledge

Graduates of the program:

  • Demonstrate an understanding of current theories and research on how students develop and learn
  • Are familiar with research-based practices (assessment and instruction) that promote learning and address a broad range of learners
  • Demonstrate knowledge of current curriculum, research, theory, and policy in relevant subject disciplines
  • Understand the importance of integrating and aligning curriculum, instruction, and assessment
  • Understand the interplay of theories and beliefs in influencing educational perspectives and practices
  • Identify the legal roles and responsibilities of a teacher in Ontario


4) Inquiry into professional practice

Graduates of the program:

  • Incorporate the aspects of their professional knowledge in their professional practice
  • Demonstrate a repertoire of teaching and assessment approaches that respond to the complexity of teaching and learning and address the needs of a broad range of learners
    • Use current theories and research to inform planning and pedagogical decisions
    • Integrate technology, resources and tools in teaching, learning and assessment
    • Encourage creative engagement with subject matter that promotes critical thinking
    • Use a range of assessment strategies for a variety of purposes


Cohorts and communities

Teacher candidates, once they have accepted an offer of admission, are asked to choose amongst several themed cohorts. The choice varies depending on the division. 

Comprehensive School Health Cohort (P/J)

Teacher candidates in the P/J division who are interested in and committed to promoting healthy schools are invited to register in the Comprehensive School Health (CSH) teacher education cohort. The three pillars of CSH are: healthy living, healthy environments and healthy relationships. Teacher candidates who are accepted into the CSH cohort will be encouraged to champion school health and integrate these three pillars into each of their foundational, subjectspecific courses and elective course. Teacher candidates in the CSH cohort will also be encouraged to create a culture of comprehensive school health on campus and in local school communities by: leading professional learning opportunities, organizing extra-curricular events, creating health-related projects during community service learning, and contributing to the CSH knowledge mobilization strategy (e.g. social media). The CSH website and other social media will be managed by CSH cohort members to communicate health-promoting information in the form of articles, lesson plans, resources, blogs, and podcasts. For a sample of previous year student testimonials and resources, please visit the Comprehensive School Health website.


Global Education Cohort (P/J and J/I)

Global education has become increasingly significant in the 21st century. In this program, teacher candidates will become active members of a supportive, committed, and collaborative community of learners. Professors and teacher candidates will learn how to confront difficult social, cultural, political, educational and curricular issues, challenge prior assumptions, seek to become critical and reflective practitioners, and use digital technologies to connect and inquire deeply into local/global issues.

Candidates will have opportunities to create, implement, and evaluate community service learning projects with leading educational researchers and professors within their coursework.  They will be encouraged to identify and seek out opportunities to integrate global perspectives into course assignments and during practicum placements. Candidates may also choose to organize special events, initiate innovative projects, and become involved with local, national, and international communities.

Global Education Cohort members may also choose to participate in the uOGlobal Recognition Program, which begins in September and continues for two semesters. The program promotes the development of global citizenship skills and perspectives, such as cross cultural communication, innovation, adaptability, and critical thinking. The recognition will appear on your official transcripts to validate your intercultural experiences and achievements.

Second language education cohort (P/J)

Bienvenue à la cohorte Éducation et langues secondes! / Welcome to the Second Language Education Cohort! This cohort is comprised of a team of P/J division candidates and professors interested in language learning across the curriculum. The cohort has two options – French as a second language (FSL) and English as a second language (ESL).  Candidates taking the P/J FSL program option are automatically enrolled in this cohort. All members will have a chance to participate in extra-curricular opportunities and discuss important developments in the fields of FSL and ESL education in Ontario and Canada. Whenever possible, activities will be open to candidates in both FSL and ESL options (e.g., bilingual workshops offered simultaneously in French and English). We look forward to welcoming P/J candidates to the cohort and working with all B.Ed. students interested in learning more about second language education this coming year! Visit our website for more details.

Imagination, Creativity, and Innovation Cohort (P/J and I/S)

The mission of the ICI Cohort is to support teaching and learning as creative and aesthetic experiences. Imagination, creativity and innovation affect how individuals perceive life, as it is and as it could be, by mediating how they think and behave in the world, across all disciplines. Teacher candidates in this cohort will examine and explore, across the curriculum and school programs, the following topics: diverse problem-solving processes, multi-modal expressions in teaching and learning, aesthetic experiences and insight, contrasts in multiple ways of knowing. Candidates will explore interdisciplinarity and engagement in all curriculum areas, including the arts, languages, mathematics, and the physical and social sciences. The cohort will engage in a variety of practical and theoretical workshops, field studies, symposia, performances, exhibitions and demonstrations.

This cohort is ideal for teacher candidates who are fascinated by creative approaches, value the quest for beauty in the world, searching for fresh perspectives and want to investigate how to make a difference in the discovery process by inventing solutions that apply to any aspect of the teaching-learning encounter, in any and all subjects, or in any part of the school environment.
Teacher candidates will enjoy the enriching, inspirational and immersive experiences that are integral to this cohort. They will participate in several learning experiences with major creative partners, including national cultural institutions such as the National Arts Centre, the Canada Aviation and Space Museum, the National Gallery, the Canadian Agricultural Museum, the National Museum of History (including the National War Museum) and the Canadian Museum of Nature. These experiences widen the scope and depth of creative programs and initiatives with local school boards.
Co-curricular projects will include organizing and running a Faculty-wide symposium on creativity and the aesthetic experience, a holiday celebration event, a mixed-media gallery/installation and a performing arts showcase to highlight imagination and creativity in an interdisciplinary context. Creativity workshops in all subjects and core areas will highlight crosscurricular applications and the program as a whole.
Urban Communities Cohort (IS)

If you want to teach in dynamic schools that focus on creating a safe environment, increasing student achievement and building sustainable community partnerships, then the Urban Communities Cohort is for you. As part of a longstanding partnership with Ottawa school boards, teacher candidates in the I/S stream have the opportunity to work at schools that have been identified as Urban Priority because of their students’ diverse cultures, languages, ethnicities and types of Canadian residency status. In joining the Urban Communities Cohort, teacher candidates adopt a team approach that hinges on building relationships and on learning strategies allowing for student success and fostering student agency. In the field, teacher candidates receive ongoing support in creating powerful learning experiences for their students. We look forward to welcoming teacher candidates into our community and building on their contributions. Learn more about the Urban Communities Cohort

Prospective students

This section contains all the information you need to complete your application to our Teacher Education program. Read carefully before applying and take note of the deadlines. You may select up to three choices on the application. Please prioritize your choices as you can only receive one offer of admission.

Admission requirements

Enrollment in the program is limited. Selection is based on a global score made up of your average (50%) and your score on your Statement of Experience (50%). Eligible applicants are ranked in descending order of their combined scores. Offers are made to the number of top applicants necessary to meet the enrolment targets of our teaching subjects and divisions.

An unnumbered waiting list is prepared for future rounds of offers if necessary.

If your combined score does not warrant an offer or a place on the waiting list, a letter of refusal is sent.

The admission requirements are:

Undergraduate degree

Before September 1, 2019, you must hold an undergraduate university degree from an institution that has official authority to grant such a degree at the time it is awarded and attesting to the successful completion of at least 90 credits (or 180 ECTS — European Transfer Credit System). For candidates holding a graduate degree (Master's, Ph.D., etc.), proof of the undergraduate degree must still be submitted

Recognized degree-granting institutions


All accreditations must be current at the time your studies were completed and the degree was conferred.

The University of Ottawa recognizes the following accreditations:

Canadian universities: degrees granted by Universities Canada members and institutions accredited by provincial ministries of education.

American universities: institutions accredited by the U.S. Department of Education.

Foreign universities: institutions whose accreditation is recognized by the University of Ottawa; institutions officially accredited by the appropriate local ministry of education (e.g. Ministry of National Education, Ministry of Higher Education and Scientific Research) and those that are members of the International Association of Universities (IAU).

If you have completed your studies outside Canada, you are responsible for ensuring that the Ontario College of Teachers recognizes the degree on which your admission is based. The only responsibility of the University of Ottawa is to ensure that your degree meets the admission criteria for our baccalaureate in education. 

Degree-granting colleges: institutions that have received authorization from their provincial government to award university degrees for four-year applied studies programs.

Divisions and teaching subjects

You must satisfy the division and teaching subject requirements.

We offer four teaching division combinations:

Primary/Junior division (Kindergarten to Grade 6)

No pre-requisite courses are required. However we recommend that you complete a minimum of one one-term university course in each of the five subject groupings below. If you have completed a course in at least four of the groupings, a 1% bonus point is added to your admission score.

  • English/Linguistics/Languages
  • Mathematics/Statistics
  • Physical Sciences/Life Sciences (Biology, Chemistry, Physics, Earth Science)
  • Social Sciences/Humanities
  • Visual Arts/Music/Drama
Primary/Junior – French as a Second Language (FSL)

In addition to the recommended courses listed under Primary/Junior above, you must have six one-term university courses in French language or French literature.

You must pass our FSL proficiency test and you are responsible for registering for it. There is no exemption and no other tests (e.g. TestCan, DALF, or French immersion certificate) can replace it. If you fail the test, an email of refusal will be sent. You may be offered an alternative program if you qualify.

See the table of teaching subjects for more details.

Junior/Intermediate (Grades 4 to 10)

Choose one teaching subject. You must have completed six one-term university courses in this subject (a maximum of two in a related field).

Some teaching subjects require specific courses. See the table of teaching subjects for more details.

We offer:

  • English
  • Dramatic arts
  • French as a second language
  • Geography
  • Health and physical education
  • History
  • Mathematics
  • Music (instrumental)
  • Science (general)
  • Visual arts

Not offered in 2019

  • Computer studies
  • Religious education (Catholic schools only)
Intermediate/Senior (Grades 7 to 12)

Choose two teaching subjects. You must have completed ten one-term university courses in your first teaching subject (a maximum of four in a related field) and six in your second teaching subject (a maximum of two in a related field).

 Some teaching subjects require specific courses. See the table of teaching subjects for more details.

 We offer:

  • English
  • Dramatic arts1
  • French as a second language1
  • Geography1
  • Health and physical education
  • History
  • Mathematics
  • Music (instrumental)
  • Science (biology)
  • Science (chemistry)
  • Science (physics)1
  • Visual arts1

1 These teaching options cannot be combined


Not offered in 2019

  • Computer studies *
  • Religious education (Catholic schools only)*
Academic average

An academic average of at least 70% is required. It is calculated on your 20 best one-term undergraduate university courses completed by September 1, 2018. Courses completed after that date may count in support of program requirements but are not included in the calculation of the average. Grades obtained at the graduate level, in a college (three-year or less) or in CEGEP are excluded.

If you studied abroad, the average is based on the annual grade point average.

Bonus percentage points are added to your admission score as follows: 1% (Master’s); 2% (PhD). Proof of degree required.


The Experience profile must be completed online in a web-based application. When we receive your application to the Teacher Education program, you will be sent an acknowledgement email from the University indicating how to access the web-based form. Please note that only this form will be accepted.


How to prepare your Statement of Experience

You must have acquired relevant experience and skills for this program. Note that experience alone can’t meet a teaching subject prerequisite.

A minimum score of 70% on the SOE is required to be considered. The SOE is worth 50% of your score. Prepare and read your statement carefully prior to submitting it.  Ensure that you have fully addressed each component of the questions and that your submission is free of errors. Use proper language (correct grammar, spelling, sentence structure, essay organization). Use full sentences.  You may save a draft online if necessary. As long as you don’t submit it, you can make changes at any time before the deadline date. Once submitted, the SOE will no longer be accessible.

In the “referees” section, indicate two persons (relatives excluded) who can be easily reached by email and who are knowledgeable about you as a potential teacher and able to comment on your suitability based on first-hand experience of you. We contact a random sample of referees.

Our experienced team of educators will consider: the relevance of your experience; how it relates to the SOE questions; your ability to demonstrate your understanding of teaching and learning; your quality of writing and presentation.

Only ONE Statement of Experience is required, regardless of the number of choices submitted.

We will not evaluate: letters of reference, resumes, business cards, etc.

English proficiency

English proficiency

One of the requirements in Ontario’s English-language school system is that all teachers have attained an acceptable level of oral and written language skills. To satisfy this level and prior to entering the program, you must:

  • Have completed at least three consecutive years of full-time studies in English or have done an English 4U course in Ontario.


  • Have studied in a country where English is an official language.

If these two requirements are not met, you must complete one of the following tests (taken no later than two years prior to the date of registration in the program):

  • TOEFL: Internet-based test with a minimum of 24 in each of the four skills
  • IELTS: with a minimum of 7.0 in each of the four skills
  • MELAB: with a minimum of 90 in listening, reading and writing, and a minimum of 3+ in speaking
  • CANTEST: with a minimum of 4.5 in each of the four skills
  • CAEL TEST: with a minimum of 70 in each of the four skills
  • PTE TEST: with a minimum of 65 in each of the four skills
French proficiency

If you apply for the French as a second language teaching subject, you must pass (without exception) our FSL proficiency test. You are responsible for registering for it. There is no exemption and no other tests (e.g. TestCan, DALF, or French immersion certificate) can replace it.

How to register

The Admissions Office will acknowledge receipt of your application by email and provide you with a password to access your uoZone account. You will then be able to register for the French test and pay the non-refundable $122.16 administrative fee.

The test is held in Ottawa in January and February and in Toronto in February.

If, for exceptional circumstances, you cannot attend any of the scheduled sessions, you must email educprog@uottawa.ca explaining why you require an alternate date. We will determine a new date at our convenience.

If you already passed the FSL test in 2018 and received a Réussite totale or Réussite avec cours d’appoint, you may use those results for the September 2019 admission. Should you choose this option, confirm this when you register online. Results obtained prior to 2018 are not considered. You will therefore need to register again to take the test.

You can write this exam once per year only.

Preparation for the French as a second language test

Download this sample French test for examples of questions and preparation tips prior to the exam. You may also visit the Visez juste en français website to practice.

Documents to submit

All required documents must be on file to receive a decision. Incomplete files may be cancelled without further notice.

Documents written in a language other than English or French must be accompanied by an official translation certified by a consulate, a Canadian embassy, a high commission or an accredited translator from a professional association of translators.

We only accept original documents. They become property of the University of Ottawa and are not returned. To maintain confidentiality, documents are destroyed if you do not register for the term to which you are admitted. You must submit new documents every time you apply.

Before the deadline, all official documents (except the application and the statement submitted online) must be sent to the following address:

University of Ottawa
InfoAdmission — Tabaret Hall
75, Laurier Avenue East
Ottawa, ON
K1N 6N5


The application deadline for September 2019 is December 1, 2018, at 4:30 p.m.

You may select up to three choices. Please prioritize your choices, as you can only receive one offer of admission.

Fill in the TEAS online application form (OUAC)


University studies completed: if you have already completed an undergraduate degree, you must submit all official transcripts (bearing the institution’s seal) by mail at University of Ottawa, InfoAdmission – Tabaret Hall, 75, Laurier Avenue East, Ottawa, Ontario, K1N 6N5, even for one course completed in another institution, for all undergraduate university studies. Candidates holding a graduate degree (Master's, PhD, etcl,) must absolutely submit their transcripts from undergraduate studies. Unofficial transcripts, photocopies, faxes, emails or grade reports are neither accepted nor evaluated.

University studies in progress: if you are currently enrolled in an undergraduate program, you can use the Secure Applicant Messaging (SAM) in the OUAC application to download your transcripts. Although not official, they will be accepted for the evaluation of your file. If you receive an offer of admission, you will be required to submit a final and official transcript by mail at University of Ottawa, InfoAdmission – Tabaret Hall, 75, Laurier Avenue East, Ottawa, Ontario, K1N 6N5.

Ontario universities' : transcripts must be ordered online at the time of application through the OUAC Transcript Request Form by checking the ‘sent immediately’ box (even if you are currently enrolled).

Canadian (outside Ontario) and American universities’ transcripts must be sent directly from the institution by mail at University of Ottawa, InfoAdmission – Tabaret Hall, 75, Laurier Avenue East, Ottawa, Ontario, K1N 6N5.

University of Ottawa transcripts don’t need to be submitted since we have this information in our student system.

Foreign transcripts must be sent directly from the institution by mail at University of Ottawa, InfoAdmission – Tabaret Hall, 75, Laurier Avenue East, Ottawa, Ontario, K1N 6N5. If original documents are issued in only one copy (proof indicated on document), provide a photocopy of your official transcripts bearing the stamp or seal of a notary public or a commissioner of oaths.

Algonquin College (Ontario) : if you wish to be considered through the ECE protected corridor at the Primary/Junior level, transcripts must be ordered online at the time of application through the OUAC Transcript Request Form by checking the ‘sent immediately’ box (even if you are currently enrolled).

Transcripts bearing the stamp of a bank or any other institution are not accepted.

Proof of degree

Studies completed in Canada and North America: submit official proof of all undergraduate degrees you hold when you apply. If proof appears on your transcript, you do not need to submit it.

Studies completed in a foreign country: submit a certified copy of all university undergraduate degrees you hold when you apply. Photocopies, faxes, emails are not accepted.

A World Education Services evaluation (WES) or the « Évaluation comparative des études effectuées hors du Québec » or any other organization cannot replace an official degree or an official transcript and do not replace the assessment made by the University of Ottawa for the purpose of obtaining a professional license.

Courses in progress

If prerequisite courses do not appear on your transcript or if you will complete them by August 2019: list the courses either on your application form or in an email to admissions@uottawa.ca

Experience profile

The Experience profile must be completed online in a web-based application. When we receive your application to the Teacher Education program, you will be sent an acknowledgement email from the University indicating how to access the web-based form. Please note that only this form will be accepted.


Additional Information

Access program: Aboriginal or Inuit peoples, visible minority groups and persons with disabilities who satisfy the minimum requirements are encouraged to apply. Places are reserved as follows: 2% for Aboriginal or Inuit peoples, 3% for persons with disabilities and 9% for members of visible minorities. You may self-identify at the end of the online Statement of Experience

University of Ottawa graduates (Intermediate/Senior division): 10 places in selected teaching subjects are reserved for applicants who will either graduate from or who are graduates of the University of Ottawa in the following departments: Biology, Chemistry, Dramatic Arts, Music, Visual Arts, Mathematics, Physics.

  • Self-identification is not required

University of Ottawa’s Second Language Teaching graduates: 10 places are reserved in the Primary/Junior division and 10 in the Junior/Intermediate and Intermediate/Senior divisions for a total of 20 spaces.

Algonquin College, ECE graduates: Ten spaces are reserved in the Primary/Junior division for Algonquin College Early Childhood Education graduates. These applicants must have a university degree.

Internationally trained teachers: Twenty spaces are reserved for internationally trained teachers.

Proof of proficiency in English: if you do not satisfy this requirement (see section under Admission requirements), you must submit the results of an English proficiency test.

Proof of status in Canada: if you weren’t born in Canada.

Admission decisions
Offers of admission

The first round of offers will be posted on March 1, 2019 in your uoZone account. You will have until March 15, 2019 to respond to your offer through you OUAC account (you can view a tutorial video for the online response process on the OUAC website). After this, your offer may be cancelled without further notice. Offers are valid for September 2019 only and can’t be deferred.

Waiting lists

We establish unnumbered waiting lists for qualified applicants for each teaching subject within each division if necessary. You must check your uoZone account as of March 1, 2019 to find out if you are on a waiting list. To maintain your place, you must email response@uOttawa.ca.


There is no appeal process. All decisions are final. However, we can provide a general feedback sheet if your application is rejected on the basis of your SOE assessment.

Contact us

University of Ottawa will acknowledge receipt of all applications by email as of September 22, 2017. The email will contain your student ID and a password to access the uoZone student portal. After that date, if you do not receive your password within ten working days, you must contact InfoAdmission:

For minor problems concerning your application, email InfoAdmission.

Police Record Check

All school boards require a police record check including the vulnerable sector valid during your period of study in the Teacher Education Program.

The Ontario College of Teachers also requires a valid police record check to fulfill its registration requirements for professional accreditation. We provide details to applicants who are admitted. In the meantime, visit the OCT website for more information (search for “criminal record check”).

Current Teacher Candidates

Welcome to the Teacher Education Program at the University of Ottawa. We anticipate that this will be both an engaging and exciting year for all of us to live and learn together on the traditional unceded territories of the Algonquin people. During the next two years you will have many unique opportunities within our B.Ed. program to develop as professional educators within a variety of international, national, and local learning communities. Let’s get started!!!

The following are quick links for current Teacher Candidates. The information provided will help you understand the requirements, structure, expectations and Faculty regulations of the Teacher Education program.

Calendar 2018-2019 Year 1

Calendar 2018-2019 Year 2

Undergraduate programs faculty regulations (BEd and Certificates as of fall 2015)

Student guide

CSL & Practicum Information

Programs and courses

Useful links

Agenda 2018-2019

Teacher Education Newsletters (2018-2019)



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