Designed For

Educators who take this Graduate Diploma in Education (GDE) will engage in a living inquiry directly related to enhancing their practice, deepening their understanding of inquiry-based learning, fostering learner’s curiosity and creativity, and developing their knowledge of Reggio-inspired and local pedagogies, holistic learning, Indigenous approaches to teaching and learning, and pedagogical narration.

Program Format

• Two-year, 30 unit program
  • Cohort model, typically 20-30 students with smaller mentor groups
• In-person learning, (Tuesday 4:30-8:30) per semester
• Includes a one-week Summer Institute each August
• No classes in July, during the winter break or ministry-designated spring break

Themes of Study

• Responsive, inquiry-based learning
• Reggio Emilia values and principles
• Frameworks to support the holistic development of children, including Indigenous approaches to teaching and learning
• Making learning visible and communicating learning through pedagogical narration
• Co-construction of curriculum with children and families
• The community as a partner in learning
• Deepening understanding of holistic literacies through re-representation of learning (100 Languages)
• Fostering creativity, curiosity, experiential and participatory learning
• Image of the child as a citizen with rights 

PROGRAM CAPACITIES

Program capacities provide a reflective focus for documenting and self-assessing learning. At frequent intervals throughout the program, participants and their mentors refer to the capacities to assess progress, to set new goals and to create direction for further learning in field studies. At the end of the program, each participant’s comprehensive portfolio includes a synthesis of learning and self-assessment of growth in these capacities, supported by evidence of learning. This program provides opportunities to develop these capacities:

• Develop a disposition of inquiry and critical reflection to understand and develop your practice.
• Collaborate in learning communities to support your pedagogical intentions and practice.
• Investigate educational theories and philosophies to strengthen/deepen your practice.
• Explore frameworks that support and respond to learner’s needs.
• Engage in dialogue and participation with families and communities to deepen an understanding of children as citizens.
• Foster holistic, relational learning to support the well-being of children, communities, and that natural world.

Faculty Members

• Margaret MacDonald

District Partners

• Angela Meredith District Learning Lead of SD #41 Burnaby
• Gina Wong District Literacy and Assessment Teacher of SD #39 Vancouver