Programs & Courses

Programs and Courses

Professional Development Programs and Courses

"...Improving education quality requires far more than just having enough teachers in the education system: teachers need to be trained, supported through professional development, motivated and willing to continually improve their teaching practices” (UNESCO Institute for Statistics, 2016).Providing education that fosters curiosity, innovation, resilience, adaptability, technological fluidity and practical application relevant for our times and foreseeable future is the responsibility and goal of any educator -whether they be in schools, academic institutions, or industry. MIIE courses and workshops are designed specifically to deliver the hands-on professional development that educators require in order to remain at the forefront of their profession.

Requirements

Courses are reserved for those working in the field of education with English language competency, however translation can be made available should it be needed.

A workshop or course can accommodate a maximum of 60 people, however, due to intense hands-on experience, some workshops may require a cap of 12 per class.

 

Professors, Teachers, Principals and Academic Administrators

Courses are taught in English by professors from McGill's Faculty of Education. MIIE will work with your institution, organization or company to determine when and where you would like your courses delivered and our professors will travel to your location. Most courses take place over 2 full days. Translation will be available should it be needed.

In order to complete the Professional Development Certificate in Global Trends in Education, you must obtain a total of 12 CEUs from the list of courses below. Other courses can be developed upon request but unless formally approved, they will not be counted toward the Professional Development Certificate. Learn more about CEUs and credits.

Students with Diverse Abilities

EDPD 250 - Students with Diverse Abilities (2 day short course, 2 CEUs):

Explores evidence-based methods of improving educational achievement and identifies and addresses the needs of students with learning disabilities, especially students with low general mental ability. Emphasis is on providing improved instruction for students with low general mental ability as it is applied in a heterogeneous regular education classroom; how to prevent, identify and provide interventions for students with a variety of issues that negatively affect schooling and academic achievement. [Register]

This course is targeted for educational psychologists and teachers.

Teacher Burnout: Retention to Sustainability

EDPD 253 - Teacher Burnout: Retention to Sustainability (2 day short course, 2 CEUs):

Examines concrete strategies to help administrators and teachers be more sustained, and in turn, more satisfied in their education careers. Explores: trends and tendencies in research surrounding teacher attrition; teacher induction and mentorship strategies to sustain teachers and administrators; Exploring strategies for negotiating unsustainable environments and creating sustainable working environments. [Register]

This course is targeted for teachers (pre-K to higher education), teacher educators, administrators, superintendents, retention specialists, health and wellbeing practitioners and social workers.

Course Design and Teaching Development

EDPD 254 - Course Design and Teaching Development (5 day workshop, 4.5 CEUs):

Promoting learning-centered teaching, and providing pedagogical tools to subject experts to orient teaching to attain specified and intended learning outcomes, especially outcomes related to soft skills such as problem-solving, reasoning, analytical thinking. Encouraging reflection on personal teaching style and learning from own practice, and focusing on the outcome and sustainability of higher education and the knowledge, skills and competencies required of graduates. [Register]

This course is targeted to university faculty, university teaching and learning centres, and trainers in organizations that interact with adult learners.

Inclusive Education

EDPD 255 - Inclusive Education (2 day short course, 2 CEUs):

Introducing and clarifying the notion of Inclusive Education and exploring Universal Design for Learning (UDL). Designing inclusive environments and Individualized Education Plans (IEPs) and practicing the strategies that form the basis of inclusion. [Register]

This course is targeted to pre-service and in-service teachers, school administrators, and support workers, employers and employees in organizations.

Motivating the Unmotivated

EDPD 256 - Motivating the Unmotivated (2 day short course, 2 CEUs):

Explore and understand various types of motivation, examine why some students are unmotivated, and consider strategies teachers can implement in the classroom to address motivational issues. In-class activities provide the opportunity to implement the various strategies learned. [Register]

The targeted audience for this course are teachers.

Self-Awareness in Pedagogy

EDPD 257 - Self-Awareness in Pedagogy (2 day short course, 2 CEUs):

A theoretical look at pedagogy. Exploring and drawing on pre-service teachers’ knowledge and experiences to provide concrete steps to infuse personal value orientations and productivity styles into pedagogy. Strategic sessions on instruction, curriculum and assessment provide applied opportunities to further explore the inclusion of themselves and students in their pedagogy. [Register]

This course is targeted for teachers, teacher educators, administrators, and educational researchers.

Making Technology Educational

EDPD 258 - Making Technology Educational (2 day short course, 2 CEUs):

Demonstrates why technology should be part of education by illustrating not only how a technology rich classroom prepares students to live and work in an increasingly technological society (i.e., digital citizenship), but how technology, when properly integrated into the classroom, can enhance both the efficiency and effectiveness of teaching through increased engagement (i.e., digital badging) and provide new types of learning opportunities. Incorporates both existing and emerging educational technologies into classrooms and provides concrete examples of educational technologies in action. [Register]

The targeted audience are elementary teachers (grade 4 and above), and high school teachers.

Real-World Connections for the Math Classroom

EDPD 259 - Real-World Connections for the Math Classroom (2 day short course, 2 CEUs):

Explores the importance and value of making connections in the mathematics classroom, namely through cross-curricular approaches and real-world connections. Experimenting with activities that can be used in the classroom to encourage students to see that mathematics is all around them. Group planning and discussions will consider how the ideas and activities presented may be adapted to meet the needs of their students and the teaching context. [Register]

The targeted audience are teachers (grades 6-12; 4-8; or a modified version for 9-12).

Enhancing Educators’ Well-Being: Best Practices in Action

EDPD 260 - Enhancing Educators’ Well-Being: Best Practices in Action (2 day short course, 2 CEUs):

Reviews factors contributing to educator well-being using a positive psychology framework. Introduces recognized core elements of best-practice programs for educator well-being with a focus on overcoming common challenges at the individual, classroom, school, and system level; practices in skills and strategies for use by educators and schools to ensure educator resilience and well-being in today’s stressful classroom/school environment. [Register]

Targeted audience is for primary and secondary teachers and administrators.

Effective School Response to Self-Injury

EDPD 261 - Effective School Response to Self-Injury (2 day short course, 2 CEUs):

Covers the essentials of internationally recommended guidelines for school response to student self-injury. Uncovers the myths and misconceptions about the prevalence, gender differences, and underlying causes of self-injury. Provides a framework for school response with specific training on identification, first response, early assessment, effective referral, school appropriate intervention, and support. Recommendations are provided for managing common challenges such as student disclosure of scars, spread/contagion, parental notification and social media, and self-injury. [Register]

The targeted audiences are teachers, administrators and school psychologists/counsellors (grades K-12).

Developing Communication in the Mathematics Classroom

EDPD 262 - Developing Communication in the Mathematics Classroom (2 day short course, 2 CEUs):

This course explores research-based techniques and strategies to support and increase students’ communication (written, verbal, and visual) in the mathematics classroom. Group planning and discussions will consider how the ideas and activities presented may be adapted to meet the needs of students and personal teaching context. [Register]

The targeted audience are teachers (grades 6-12, 4-8 or a modified version for grades 9-12).

Communicative Competence: English as a Second Language

EDPD 251 - Communicative Competence: English as a Second Language (2 day short course, 2 CEUs):

Develops an exemplary thematic unit that implements an empirically-proven model for form-focused, communicative teaching for English language teachers. Content targets grammar, reading, writing, listening and speaking. Explores methods of: balancing classroom realities with empirically based prescriptions for communicative teaching; enhancing the use of literacy texts to develop students’ communicative competence; acquiring in-  depth understanding for The Noticing-Awareness-Practice model for integrating focus on form instruction into communicative teaching. [Register]

This course is targeted for teachers primary 4-6 or secondary 1-2.

Competency-Based Training and Industry Benefits

EDPD 252 - Competency-Based Training and Industry Benefits (2 day short course, 2 CEUs):

Individual and organizational factors that affect the productivity of talent in an organization; effective management and deployment of learning solutions in the industry. Focus is on competency-based training (CBT) to help achieve better organizational results with high levels of knowledge-transfer consistency and criteria for acceptable performance. [Register]

This course is targeted to human resources and training managers and executives, trainers and instructional designers.

Professional & Industry Educators

Courses are taught in English by professors from McGill's Faculty of Education. MIIE will work with your institution, organization or company to determine when and where you would like your courses delivered and our professors will travel to your location. Most courses take place over 2 full days. Translation will be available should it be needed.

In order to complete the Professional Development Certificate in Global Trends in Education, you must obtain a total of 12 CEUs. Learn more about CEUs and credits.

Outcome Based Training

Course description to come.

Performance Based Assessment

Course description to come.

Competency Based Training

Course description to come.

Managing Change

Course description to come.

Distributed Leadership

Course description to come.

Course description to come.

Motivating The Unmotivated

Course description to come.

Communication: English as a Foreign Language

Course description to come.

Quality Assurance and Accreditation

Course description to come.

Curriculum Design

MIIE Curriculum Design courses are designed to focus on fostering skills and 21st century competencies to prepare students for their future. These specialty Curriculum Design courses emphasize the discerning factors of the learning experience, the environment and mindset of self-directed, lifelong learning, exploring components that are relevant, meaningful and supportive.

Courses are taught in English by professors from McGill's Faculty of Education. MIIE will work with your institution, organization or company to determine when and where you would like your courses delivered and our professors will travel to your location. Most courses take place over 2 full days. Translation will be available should it be needed.

In order to complete the Professional Development Certificate in Global Trends in Education, you must obtain a total of 12 CEUs. Learn more about CEUs and credits.

Outcome Based Curriculum

Course description to come.

Curriculum Alignment

Course description to come.

Orienting Content Towards Learning Outcomes

Course description to come.

Backward Design

Course description to come.

Design-Based Instruction

Course description to come.

Make It Your Own

MIIE specializes in customized development courses that are tailored to the exclusive issues facing various levels of academic professionals from around the globe. Because MIIE is designed to be mobile, timely, and flexible, courses are typically offered in the respective city of its students - namely, in Europe, Asia, and South America - with the course details targeted to the specific issues of its demographic and psychographic environment.
 

Building your Own Program

MIIE works with you to identify what challenges you face within your organization and/or sector to determine what you seek to gain from the experience. Drawing on its extensive network of world renowned faculty, alumni and international partners, McGill’s MIIE programs, courses, and workshops are targeted to address the issues that you as teachers, post-secondary educators, trainers, and educational leaders require to make a difference in your field. MIIE is there to help you design development courses specific to your needs.


Academies for Students

MIIE summer academies for high school students are designed upon request and offered either on a location of your choice or on McGill University campus. Contact us for a sample program and to get more information on our summer academies.