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Graduate Diploma in Education

The Graduate Diploma in Advanced Professional Studies in Education (GDE) programs are designed in collaboration with BC school districts for educators whose primary focus is school-based practice. The GDE provides educators with the opportunity to engage in focused, sustained, reflective inquiry into their practice within a 2-year cohort model. Classes run in all terms of the academic year (Fall, Spring, Summer) during the 2-year program. There is a one-week Summer Institute in August and no classes in July.

Due to current Health and Safety protocols, the Spring 2021 term will be conducted online, through both synchronous and asynchronous methods. Courses will embody the program's core foundations of relationship building, inquiry and collaborative learning.

The Graduate Diploma in Education can also be used for TQS Category Advancement.

Students can apply to use credits from a completed GDE program towards a Master of Education in Educational Practice (additional one year program).

Program Design

  • Large Group Experiences:
    Teacher learners meet for classes each term facilitated by an instructional team.
  • Individual & Small Group Experiences:
    During Field Studies, each teacher learner develops and implements learning projects in their own area(s) of interest, implements these projects in their own educational setting, and critically reflects on growth and change in their practice.
  • Assessment & Evaluation Experiences:
    Teacher learners develop learning portfolios each term and maintain an ongoing portfolio throughout the program in order to synthesize and self-evaluate their learning. These portfolios are shared with their peers and mentors.
  • Other Learning Experiences:
    Teacher learners engage in weekly readings (chapters and/or articles), prepare responses for class discussions, and maintain a reflective journal throughout their program. Some programs may also include educationally significant field trips.

Program Capacities

Program capacities articulate learning goals and provide criteria for self-assessed learning. Throughout the program, teacher learners and their mentors will refer to the capacities to evaluate progress and to set new goals for further learning in field studies. As the end of the program, the comprehensive portfolio will include a synthesis of learning and self-assessment of growth in these capacities.

Capacities may include:

  • develop a disposition of inquiry and critical reflection to understand and develop their practice
  • explore, develop and implement teaching and assessment practices to support the learning of all students
  • engage in innovative practice, encourage risk-taking and support learning communities
  • situate the student at the centre of co-learning, co-planning, and co-teaching pedagogical pathways
  • collaborate purposefully with students, colleagues, parents and other educational partners
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