Professional Linking Program

PLP Lower Mainland Dates

Method of delivery:
Blended: a combination of both in person and online

Applications open:
July 1, 2025 (Early bird application)
August 1, 2025

Applications close:
July 7, 2025 (Early bird application)
September 15, 2025
at 4:00 p.m. (PT)

Next start date:
Spring 2026

Application & Tuition

Join us at our upcoming information sessions

PLP Peace Region Dates

Method of delivery:
Blended: a combination of in-person and online

Applications open:
October 1, 2024

Applications close:
January 31, 2025 at 4:00 p.m. (PT)

Next start date:
Fall 2025 (subject to approval and enrolment)

More info

Get certified as a teacher in B.C. while continuing to work in your paraprofessional role. The flexible Professional Linking Program (PLP) enables student support workers, education assistants, counselors and other paraprofessionals employed by the school district and working in K-12 classrooms transition to a teaching career.

On This Page ↓

Program Overview
Program Design & Courses
School Placements
Locations
Instructional Team
Future Pathways
Student Experiences
Information Sessions
PLP - French Module Information Sessions
Contact
Virtual Hours (drop-in)

VIEW PLP FRENCH MODULE

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PROGRAM OVERVIEW

Designed for

The PLP was designed to provide B.C. working paraprofessional, para-educators, and people working on letters of permission in schools the opportunity to obtain certification as K-12 teachers in B.C.

Paraprofessionals and para-educators include:

Applied Behaviour Analyst (ABA) Support Workers
Child and Youth Care Workers
Counsellors
Education Assistants
Teachers working with letters of permissions
Independent schools educators
Indigenous Education Workers
Indigenous Support Workers
Settlement Workers
Speech Therapists
Student Support Workers

Program Structure

4 terms, 16-month program (60 units *new for fall 2024)
Blended: a combination of in-person and online classes designed to accommodate work schedules
Field experiences
Teaching practicum
Fulltime course load in the summer term
For French Module: bilingual module taught mainly in French, with some course material and seminars in English

Intake Schedule

The Professional Linking Program accepts applications on an annual basis.

Next term intakes

Fall 2025 - PLP Lower Mainland
Spring 2026 - PLP Lower Mainland
Spring 2026 - PLP French Module
TBA - PLP Peace Region

PROGRAM DESIGN & COURSES

Program Design

The PLP is unique in that it enables you to get certified as a teacher in B.C., while continuing to work in your current role in the classroom. The only exceptions are the 6-week school experience in the second term and the 10 week-long practicum in the final term.

Graduates qualify for a B.C. Ministry of Education teaching certificate that enables you to teach K-12 in B.C. public schools. PLP students who enter the program with a first degree may be able to complete a Bachelor of Education (BEd) as a second degree without adding extra time or cost to the program.

The PLP is currently offered in English, but students who have demonstrated a sufficient level of French may, where possible, complete their practicum in French and take certain courses in French during the EDUC 404 session. Depending on enrolment, the complete PLP program - French module (all sessions plus internship) may be offered in French.

For more information: PLP French Module

The Professional Linking Program (PLP) has 10 program goals that student teachers must satisfy to successfully complete their transition from student to teacher.

Goal 1: The development of a clear, coherent and justified view of education that:

Demonstrates understanding of the place of education as contributing to the creation of an open, pluralistic and caring society;
Articulates the content, methods and institutional arrangements that are relevant, worthwhile and appropriate for the education of children;
Speaks to a personal vision of what one can achieve as an educator;
Continually and consciously reshapes through experiences with a variety of learners in a range of socio-cultural contexts;
Is informed by understanding of the historical and contemporary legacies of imperialism and colonization on the education system of British Columbia;
Realizes the powerful, and sometimes negative, impact that our Eurocentric education system has had, and continues to have, upon students.

Goal 2: The development of a clear commitment to lifelong and lifewide learning that:

Manifests an openness to considering alternatives and possibilities;
Is rooted in the development of reflective capacities; inherent in various forms of inquiry;
Engages in the wide range of subject-based practices that inform the practice of teaching;
Is demonstrated in the ability to form and reform ideas, methods, techniques;
Upholds standards of excellence
Sets an example for students and stimulates them to be continuous learners.

Goal 3: The development of a clear commitment to uphold the principles of professional responsibility that:

Is sensitive to the positions of privilege, power, and trust in which teachers are placed;
Recognizes that teachers are role models who are rational, reliable, organized, responsible and responsive;
Demonstrates thoughtful and self-initiating behaviour that is reflective, positive in outlook, genuine, non-defensive and non-judgmental;
Demonstrates a reflective approach to personal well-being and the well-being of others;
Results in an increasing level of personal resilience.

Goal 4: The development of a clear commitment to maintain ethical and functional working relationships with all members of the educational community that:

Is open and responsive to feedback and constructive criticism;
Is demonstrated through significant, on-going dialogue and collaboration with colleagues, students, parents and others in the educational community;
Shows care and respect for every student;
Is authentic, transparent and honest;
Communicates openness to other worldviews, belief systems and points of view;
Reflects humility and consideration for others.

Goal 5: The development of knowledge about curricular content, educational theory and effective practice that:

Demonstrates the ability to communicate effectively in English or French;
Demonstrates the ability to understand and work with subject-specific content seen through Canadian, Indigenous and global lenses;
Sees opportunities for cross-curricular and cross-cultural connections;
Is cognizant of how individuals and groups of students learn;
Demonstrates the understanding and ability to create purposeful, contextually relevant lesson and unit plans;
Is aware of current, and varied, evaluation and assessment practices;
Is rooted in a strong sense of what is best for particular students in particular situations.

Goal 6: The development of the clear commitment to respect and celebrate students that:

Demonstrates respect and dignity for students as persons with varied interests, needs, backgrounds, points of view, plans, goals and aspirations;
Demonstrates care for students and their individual development;
Celebrates the diversity in our classrooms, schools and communities;
Demonstrates the understanding of how Indigenous epistemologies and pedagogies create opportunities to meet the needs of all learners and students of Indigenous ancestry;
Demonstrates the ability to observe, understand and respond respectfully to all students: including students with special educational needs and students for whom English or French is an additional language;
Demonstrates the ability to observe, understand and respond respectfully to the diversities of all students.

Goal 7: The development of the ability to create a caring, cohesive community of learners that:

Places students at the centre of decision-making;
Communicates openness;
Demonstrates tolerance for uncertainty;
Celebrates and appreciates the spirit of inquiry;
Demonstrates the ability to be a thoughtful and sensitive observer of what goes on in the classroom;
Develops and nurtures a positive classroom community conducive to the learning and well-being for all students;
Encourages interpersonally sound working relationships among students.

Goal 8: The development of the ability to create opportunities for learning that:

Accesses and engages students' ability to think and learn through their minds, bodies, and hearts;
Are significant, relevant and matched to students’ intellectual, physical, social, emotional, aesthetic and vocational development;
Are responsive to students’ individual learning needs;
Are consistent with the BC Curriculum;
Utilizes relevant learning resources and technologies;
Are conducive to the development of critical thought processes;
Are sensitive to issues of social equity and cultural diversity;
Incorporates assessment as foundational in planning.

Goal 9: The development of the ability to blend theory and practice in well-organized ways that:

Relies on the ability to critically examine one’s own practices and experiences;
Includes the ability to recreate, re-invent, re-constitute or discard practices that have been tried and found to be ineffective to individual and/or group learning needs;
Motivates students to take ownership of their learning;
Cultivates a disposition towards inquiry in the classroom.

Goal 10: The development of ability to use assessment and evaluation practices in a thoughtful and ethical manner that:

Makes use of varied practices of assessment that are congruent with learning Goals;
Respects the dignity of each learner;
Acknowledges the personal, relational, social and cultural perspectives that frame evaluative commentary on student growth and development;
Demonstrates the understanding that assessment, in its many guises, is foundational to effective and powerful learning.

Schedule & Courses

PLP has four terms that are structured to accommodate busy working schedules.

Fall Term 2025 (September) Intake

Spring Term 2026 (January) Intake

PLP PEACE REGION

The only distinction between PLP (Lower Mainland) and PLP Peace Region (Northern BC) programs is their campus locations.

Method of Delivery:

Blended; classes are offered both remotely and in-person at Northern Lights College.

Location Info:

The Peace River Regional District is a regional district in northeastern British Columbia, Canada. Its member municipalities are the cities of Fort St. John and Dawson Creek, the district municipalities of Tumbler Ridge, Chetwynd, Taylor, and Hudson's Hope, and the village of Pouce Coupe.

Schedules and Courses:

The Professional Linking Program (PLP) has four terms structured to accommodate busy working schedules.

LOCATIONS

At SFU, campus life is rich with opportunities to engage with people, ideas and activities that contribute to personal development and a better world.

Burnaby

Perched atop Burnaby Mountain, Simon Fraser University's original Arthur Erickson-designed campus includes more than three dozen academic buildings and a flourishing sustainable residential community.

Simon Fraser University respectfully acknowledges the unceded traditional territories of the Coast Salish peoples, including the səl̓ilw̓ətaʔɬ (Tsleil-Waututh), kʷikʷəƛ̓əm (Kwikwetlem), Sḵwx̱wú7mesh Úxwumixw (Squamish) and xʷməθkʷəy̓əm (Musqueam) Nations, on which SFU Burnaby is located.

Surrey

Our Surrey campus is a vibrant community hub in the heart of one of Canada’s fastest-growing cities. With easy access to transit, the modern campus is conveniently situated between Metro Vancouver and communities south of the Fraser River.

Simon Fraser University respectfully acknowledges the unceded traditional territories, including the Semiahmoo, Katzie, kʷikʷəƛ̓əm (Kwikwetlem), Kwantlen, Qayqayt and Tsawwassen Nations, on which SFU Surrey is located.

PEACE REGION

The Peace River Regional District is a regional district in northeastern British Columbia, Canada. The regional district comprises seven municipalities and four electoral areas. Its member municipalities are the cities of Fort St. John and Dawson Creek, the district municipalities of Tumbler Ridge, Chetwynd, Taylor, and Hudson's Hope, and the village of Pouce Coupe. The district's administrative offices are in Dawson Creek.

Northern Lights College is located on the territory of the First Nations people of the Cree, Danezaa, Dene, Denek’éh, Dunne-za, Iroquois, Kaska, Saulteaux, Tsaa? Ché Ne Dane, Tse’khene, Tahltan, and Tlingit.

School Placements

Students will receive in-school experience, working closely with a school associate to observe classrooms and to guide and assess the student teacher's growth and achievement in professional competence.

INSTRUCTIONAL TEAM

Like our other teacher education programs, the PLP uses a unique staffing model that teams SFU's world-class researchers (faculty members) with highly-skilled seconded teachers (faculty associates) and practicing K-12 teachers (school associates) as teacher educators. Meet our Faculty Associates.

FUTURE PATHWAYS

The PLP can launch your teaching career in B.C. or elsewhere. With careful course and minor selection, you can also complete a Bachelor of Education (BEd) as a second degree.

STUDENT EXPERIENCES

Meet some Professional Development Program alumni.

From Inner-City Support Worker to Inspirational Teacher

LEARN MORE ABOUT THE PROFESSIONAL LINKING PROGRAM

Curious to know more about the program?

Application and Tuition

Post Application

UPCOMING INFORMATION SESSIONS

Register for a Professional Linking Program (PLP) information session. Hosted by the Admissions team, you will learn about:

History and structure of the program
Different program options
Admission requirements, including prerequisites
Application process and deadlines

View all information sessions

PLP - French Module Information Sessions

Considering teaching French or in French? Register for a Professional Linking Program (PLP) – French Module information session to learn more about the program and the possibility to become a teacher in Core French, French Immersion, or Francophone program in British Columbia.

The 30-minute information session (including a question period), hosted by SFU’s Office of Francophone and Francophile Affairs (OFFA), provides information about the French Module’s specificities and advantages such as:

Program options:

Baccalauréat en éducation, deuxième diplôme (B.Éd.)
Additional bursaries and awards for students studying in French at SFU, including the PLP - French Module
French language support
Student life in French and networking with the francophone community
French language requirement - DELF-DALF

NOTE - It is strongly recommended you attend an information session organized by the PPS Admissions office before attending the PLP – French Module information session.

QUESTIONS?

If you have questions about the PLP not covered on our website, contact our admissions team.

Email: pps_admissions@sfu.ca
To prevent missing emails from us, add pps_admissions@sfu.ca to your contact list if you are not using an SFU email account.

Phone: 778-782-3559

Please note that all communication and interactions with the PPS Admissions office and Faculty of Education are considered part of the admissions process and are taken into account when considering applicants for admission. Admission may be denied to applicants who communicate in an unprofessional manner or who act in an inappropriate manner during the admissions process.

Virtual Hours

Get help with your application and connect with a member of the admissions team during our virtual drop-in hours: every Wednesday from 3:00 - 4:00 p.m. (PST).**

Meet on Zoom:
https://sfu.zoom.us/j/66007885834?pwd=ckVtTXVkVllsak9BU0FZd3hMUWE0dz09
Meeting ID: 660 0788 5834
Password: 833520
Regular Schedule: Wednesday, 3:00 - 4:00 p.m. (PST)

**Regularly scheduled time slot subject to change or cancellation without notice

Faculty of Education

Professional Linking Program

PLP Lower Mainland Dates

PLP Peace Region Dates

On This Page ↓

PROGRAM OVERVIEW

Designed for

Program Structure

Intake Schedule

PROGRAM DESIGN & COURSES

Program Design

Goal 1: The development of a clear, coherent and justified view of education that:

Goal 2: The development of a clear commitment to lifelong and lifewide learning that:

Goal 3: The development of a clear commitment to uphold the principles of professional responsibility that:

Goal 4: The development of a clear commitment to maintain ethical and functional working relationships with all members of the educational community that:

Goal 5: The development of knowledge about curricular content, educational theory and effective practice that:

Goal 6: The development of the clear commitment to respect and celebrate students that:

Goal 7: The development of the ability to create a caring, cohesive community of learners that:

Goal 8: The development of the ability to create opportunities for learning that:

Goal 9: The development of the ability to blend theory and practice in well-organized ways that:

Goal 10: The development of ability to use assessment and evaluation practices in a thoughtful and ethical manner that:

Schedule & Courses

Fall Term 2025 (September) Intake

EDUC 402W - STUDIES OF EDUCATIONAL THEORY AND PRACTICE (7 units)

EDUC 407 – PROFESSIONAL GROWTH PORTFOLIO: DEVELOPING A SOLID FOUNDATION (3 UNITS)

EDUC 403 - STUDIES IN TEACHING AND LEARNING (14 UNITS)

EDUC 408 - PROFESSIONAL GROWTH PORTFOLIO: BUILDING A FRAMEWORK FOR CURRENT PRACTICES (3 UNITS)

EDUC 404 - PROFESSIONAL COURSEWORK (15 UNITS)

EDUC 405 – TEACHING PRACTICUM (15 UNITS)

EDUC 409: PROFESSIONAL GROWTH PORTFOLIO: CAPSTONE PROJECT (3 UNITS)

Spring Term 2026 (January) Intake

EDUC 402W – STUDIES OF EDUCATIONAL THEORY AND PRACTICE (7 UNITS)

EDUC 407 – PROFESSIONAL GROWTH PORTFOLIO: DEVELOPING A SOLID FOUNDATION (3 UNITS)

EDUC 404 - PROFESSIONAL COURSEWORK (15 UNITS)

EDUC 403 - STUDIES IN TEACHING AND LEARNING (14 UNITS)

EDUC 408 - PROFESSIONAL GROWTH PORTFOLIO: BUILDING A FRAMEWORK FOR CURRENT PRACTICES (3 UNITS)

EDUC 405 – TEACHING PRACTICUM (15 UNITS)

EDUC 409: PROFESSIONAL GROWTH PORTFOLIO: CAPSTONE PROJECT (3 UNITS)

PLP PEACE REGION

Method of Delivery:

Location Info:

Schedules and Courses:

EDUC 402W – STUDIES OF EDUCATIONAL THEORY AND PRACTICE (7 UNITS)

EDUC 407 – PROFESSIONAL GROWTH PORTFOLIO: DEVELOPING A SOLID FOUNDATION (3 UNITS)

EDUC 403 - STUDIES IN TEACHING AND LEARNING (14 UNITS)

EDUC 408 - PROFESSIONAL GROWTH PORTFOLIO: BUILDING A FRAMEWORK FOR CURRENT PRACTICES (3 UNITS)

EDUC 404 - PROFESSIONAL COURSEWORK (15 UNITS)

EDUC 405 – TEACHING PRACTICUM (15 UNITS)

EDUC 409: PROFESSIONAL GROWTH PORTFOLIO: CAPSTONE PROJECT (3 UNITS)

LOCATIONS

Burnaby

Surrey

PEACE REGION

School Placements

INSTRUCTIONAL TEAM

FUTURE PATHWAYS

STUDENT EXPERIENCES

LEARN MORE ABOUT THE PROFESSIONAL LINKING PROGRAM

UPCOMING INFORMATION SESSIONS

PLP - French Module Information Sessions

QUESTIONS?

Virtual Hours

Contact us